The syllable frequency effect in visual recognition of French words: A study in skilled and beginning readers

Reading and Writing

Volumn 22, Issue 8, 2009, Pages 955-973

  Chetail, Fabienne ^a   Mathey, Stéphanie ^a  

^a UNIVERSITÉ DE BORDEAUX   (France)

Author keywords

Beginning reading; Lexical decision task; Skilled reading; Syllable frequency effect; Syllable orthographic correspondence; Syllable units

Indexed keywords

EID: 70349481132     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-008-9135-9     Document Type: Article

References (46)

1. Alvarez, C. J., Carreiras, M., & de Vega, M. (2000). Syllable-frequency effect in visual word recognition: Evidence of sequential-type processing. Psicológica, 21, 341-374.
2. Alvarez, C. J., Carreiras, M., & Perea, M. (2004). Are syllables phonological units in visual word recognition? Language and Cognitive Processes, 19, 427-452. doi:10.1080/01690960344000242.
3. Alvarez, C. J., Carreiras, M., & Taft, M. (2001). Syllables and morphemes: Contrasting frequency effects in Spanish. Journal of Experimental Psychology. Learning, Memory, and Cognition, 27, 545-555. doi:10.1037/0278-7393.27.2.545.
4. Alvarez, C. J., de Vega, M., & Carreiras, M. (1998). La sílaba como unidad de activación léxica en la lectura de palabras trisilabas. Psicothema, 10, 371-386.
5. Bastien-Toniazzo, M., Magan, A., & Bouchafa, H. (1999). Nature des représentations du langage écrit aux débuts de l'apprentissage de la lecture: Un modèle interprétatif. Journal of Instructional Psychology, 34, 43-58. doi:10.1080/002075999400096.
6. Booth, J. R., Perfetti, C. A., & MacWhinney, B. (1999). Quick, automatic, and general activation of orthographic and phonological representations in young readers. Developmental Psychology, 35, 3-19. doi:10.1037/0012-1649.35.1.3.
7. Bradley, D. C., Sanchez-Casas, R. M., & Garcia-Albea, J. E. (1993). The status of the syllable in the perception of Spanish and English. Language and Cognitive Processes, 8, 197-233. doi:10.1080/01690969308406954.
8. Carreiras, M., Alvarez, C. J., & de Vega, M. (1993). Syllable frequency and visual word recognition in Spanish. Journal of Memory and Language, 32, 766-780. doi:10.1006/jmla.1993.1038.
9. Carreiras, M., Ferrand, L., Grainger, J., & Perea, M. (2005). Sequential effects of phonological priming in visual word recognition. Psychological Science, 16, 585-589. doi:10.1111/j.1467-9280.2005.01579.x.
10. Carreiras, M., Mechelli, A., & Price, C. (2006). The effect of word and syllable frequency on activation during lexical decision and reading aloud. Human Brain Mapping, 27, 963-972. doi:10.1002/hbm.20236.
11. Carreiras, M., & Perea, M. (2002). Masked priming effects with syllabic neighbors in a lexical decision task. Journal of Experimental Psychology. Human Perception and Performance, 28, 1228-1242. doi:10.1037/0096-1523.28.5.1228.
12. Castles, A., Davis, C., & Letcher, T. (1999). Neighbourhood effects on masked form priming in developing readers. Language and Cognitive Processes, 14, 201-224. doi:10.1080/016909699386347.
13. Colé, P., Magnan, A., & Grainger, J. (1999). Syllable-sized units in visual word recognition: Evidence from skilled and beginning readers of French. Applied Psycholinguistics, 20, 507-532. doi:10.1017/S0142716499004038.
14. Colé, P., & Sprenger-Charolles, L. (1999). Traitement syllabique au cours de la reconnaissance de mots écrits chez des enfants dyslexiques, lecteurs en retard et normo-lecteurs de 11 ans. Revue de Neuropsychologie, 9, 323-360.
15. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. doi:10.1037/0033-295X.108.1.204.
16. Conrad, M., Grainger, J., & Jacobs, A. M. (2007). Phonology as the source of syllable frequency effects in visual word recognition: Evidence from French. Memory & Cognition, 35, 974-983.
17. Conrad, M., & Jacobs, A. M. (2004). Replicating syllable frequency effects in Spanish in German: One more challenge to computational models of visual word recognition. Language and Cognitive Processes, 19, 369-390. doi:10.1080/01690960344000224.
18. Conrad, M., Stenneken, P., & Jacobs, A. M. (2006). Associated or dissociated effects of syllabe frequency in lexical decision and naming. Psychonomic Bulletin & Review, 13, 339-345.
19. Content, A., Mousty, P., & Radeau, M. (1990). BRULEX: Une base de données lexicale informatisée pour le français écrit et parlé. L' Annee Psychologique, 90, 551-566. doi:10.3406/psy.1990.29428.
20. Cutler, A., Mehler, J., Norris, D., & Segui, J. (1986). The syllable's differing role in the segmentation of French and English. Journal of Memory and Language, 25, 385-400. doi:10.1016/0749-596X(86)90033-1.
21. Doignon, N., & Zagar, D. (2005). Illusory conjunctions in French: The nature of sublexical units in visual word recognition. Language and Cognitive Processes, 20, 443-464. doi:10.1080/01690960444000269.
22. Doignon, N., & Zagar, D. (2006). Les enfants en cours d'apprentissage de la lecture perçoivent-ils la syllabe à l'écrit? Revue Canadienne de Psychologie, 60, 258-274.
23. Dominguez, A., de Vega, M., & Cuetos, F. (1997). Lexical inhibition from syllabic units in Spanish visual word recognition. Language and Cognitive Processes, 12, 401-422. doi:10.1080/016909697386790.
24. Dufour, S., Peereman, R., Pallier, C., & Radeau, M. (2002). VoCoLex: Une base de données lexicales sur les similarités phonologiques entre les mots français. L' Annee Psychologique, 102, 725-746. doi:10.3406/psy.2002.29616.
25. Ferrand, L., & Grainger, J. (1993). The time course of orthographic and phonological code activation in the early phases of visual word recognition. Bulletin of the Psychonomic Society, 31, 119-122.
26. Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods, Instruments, & Computers, 35, 116-1124.
27. Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123, 71-99. doi:10.1037/0033-2909.123.1.71.
28. Gonzalez, J. E. J., & Valle, I. H. (2000). Word identification and reading disorders in the Spanish language. Journal of Learning Disabilities, 33, 44-60. doi:10.1177/002221940003300108.
29. Hutzler, F., Conrad, M., & Jacobs, A. M. (2005). Effects of syllables-frequency in lexical decision and naming: An eye-movement study. Brain and Language, 92, 138-152. doi:10.1016/j.bandl.2004.06.001.
30. Inhoff, A. W., & Tousman, S. (1990). Lexical priming from partial word previews. Journal of Experimental Psychology. Learning Memory and Cognition, 16, 825-836. doi:10.1037/0278-7393.16.5.825.
31. Lété, B., Sprenger-Charolles, L., & Colé, P. (2004). MANULEX: A grade-level lexical database from French elementary school readers. Behavior Research Methods, Instruments, & Computers, 36, 156-166.
32. Liberman, I. Y., Shankweiller, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in young child. Journal of Experimental Child Psychology, 18, 201-212. doi:10.1016/0022-0965(74)90101-5.
33. Mathey, S., & Zagar, D. (2002). Lexical similarity in visual word recognition: The effect of syllabic neighbourhood in French. Current Psychology Letters, 8, 107-121.
34. Mathey, S., Zagar, D., Doignon, N., & Seigneuric, A. (2006). The nature of syllabic neighbourhood in French. Acta Psychologica, 123, 372-393. doi:10.1016/j.actpsy.2006.02.003.
35. McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375-407. doi:10.1037/0033-295X.88.5.375.
36. Mehler, J., Dommergues, J., Frauenfelder, U., & Segui, J. (1981). The syllable's role in speech segmentation. Journal of Verbal Learning and Verbal Behavior, 20, 298-305. doi:10.1016/S0022-5371(81)90450-3.
37. Pacton, S., Perruchet, P., Fayol, M., & Cleeremans, A. (2001). Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology. General, 130, 401-426. doi:10.1037/0096-3445.130.3.401.
38. Perea, M., & Carreiras, M. (1998). Effects of syllable frequency and syllable neighbourhood frequency in visual word recognition. Journal of Experimental Psychology. Human Perception and Performance, 24, 134-144. doi:10.1037/0096-1523.24.1.134.
39. Schiller, N. O., Costa, A., & Colomé, A. (2002). Phonological encoding of single words: In search of the lost syllable. In C. Gussenhoven & N. Warner (Eds.), Laboratory phonology (Vol. 7, pp. 35-59). Berlon: Mouton de Gruyter.
40. Seidenberg, M. S. (1987). Sublexical structures in visual word recognition: Access units or orthographic redundancy? In M. Coltheart (Ed.), Attention and performance, XII: The psychology of reading. Hillsdale, NJ: Erlbaum.
41. Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568. doi:10.1037/0033-295X.96.4.523.
42. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218. doi:10.1016/0010-0277(94)00645-2.
43. Sprenger-Charolles, L., & Colé, P. (2003). Lecture et dyslexie. Approche cognitive. Paris: Dunod.
44. Sprenger-Charolles, L., Colé, P., Béchennec, D., & Kipffer-Piquard, A. (2005). French normative data on reading and related skills from EVALEC, a new computerized battery of tests (end Grade 1, Grade 2, Grade 3, and Grade 4). Revue Européenne de Psychologie Appliquée, 55, 157-186. doi:10.1016/j.erap. 2004.11.002.
45. Sprenger-Charolles, L., Siegel, L. S., & Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68, 134-165. doi:10.1006/jecp.1997.2422.
46. Stenneken, P., Conrad, M., & Jacobs, A. M. (2007). Processing of syllables in production and recognition tasks. Journal of Psycholinguistic Research, 78, 36-65.