The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 37, Issue 1, 2011, Pages 60-76

  Taylor, J S H ^a   Plunkett, Kim ^a   Nation, Kate ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

Artificial orthography; Lexical phonology; Reading; Semantics; Statistical learning

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; DECISION MAKING; HUMAN; LEARNING; LINGUISTICS; METHODOLOGY; PERCEPTIVE DISCRIMINATION; PHOTOSTIMULATION; PHYSIOLOGY; REACTION TIME; READING; SEMANTICS;

ANALYSIS OF VARIANCE; DECISION MAKING; DISCRIMINATION (PSYCHOLOGY); GENERALIZATION (PSYCHOLOGY); HUMANS; PHOTIC STIMULATION; PSYCHOLINGUISTICS; REACTION TIME; READING; SEMANTICS;

EID: 79251496427     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0020126     Document Type: Article

References (69)

1. Andrews S. Phonological recoding: Is the regularity effect consistent?. Memory & Cognition 1982, 10:565-575.
2. Balota D.A., Cortese M.J., Sergent-Marshall S.D., Spieler D.H., Yap M.J. Visual word recognition of single-syllable words. Journal of Experimental Psychology: General 2004, 133:283-316. doi: 10.1037/0096-3445.133.2.283.
3. Bitan T., Karni A. Alphabetical knowledge from whole words training: Effects of explicit instruction and implicit experience on learning script segmentation. Cognitive Brain Research 2003, 16:323-337. doi: 10.1016/S0926-6410(02)00301-4.
4. Bitan T., Karni A. Procedural and declarative knowledge of word recognition and letter decoding in reading an artificial script. Cognitive Brain Research 2004, 19:229-243. doi: 10.1016/j.cogbrainres.2004.01.001.
5. Blazely A.M., Coltheart M., Casey B.J. Semantic impairment with and without surface dyslexia: Implications for models of reading. Cognitive Neuropsychology 2005, 22:695-717. doi: 10.1080/02643290442000257.
6. Bonin P., Barry C., Meot A., Chalard M. The influence of age of acquisition in word reading and other tasks: A never ending story?. Journal of Memory and Language 2004, 50:456-476. doi: 10.1016/j.jml.2004.02.001.
7. Bowers J.S. An abstractionist account of masked and long-term priming. Masked priming: The state of the art 2003, 39-55. Psychology Press, New York, NY. S. Kinoshita, S.J. Lupker (Eds.).
8. Bowers J.S., Davis C.J., Hanley D.A. Interfering neighbours: The impact of novel word learning on the identification of visually similar words. Cognition 2005, 97:B45-B54. doi: 10.1016/j.cognition.2005.02.002.
9. Brown G.D.A., Watson F.L. First in, first out: Word learning age and spoken word frequency as predictors of word familiarity and word naming latency. Memory & Cognition 1987, 15:208-216.
10. Byrne B. On teaching articulatory phonetics via an orthography. Memory & Cognition 1984, 12:181-189.
11. Byrne B., Carroll M. Learning artificial orthographies: Further evidence of a nonanalytic acquisition procedure. Memory & Cognition 1989, 17:311-317.
12. Callan A.M., Callan D.E., Masaki S. When meaningless symbols become letters: Neural activity change in learning new phonograms. NeuroImage 2005, 28:553-562. doi: 10.1016/j.neuroimage.2005.06.031.
13. Coltheart M. Modelling reading: The dual route approach. The science of reading: A handbook 2005, 6-23. Blackwell Publishing, Oxford, England, doi: 10.1002/9780470757642.ch1. M. Snowling, C. Hulme (Eds.).
14. Coltheart M., Curtis B., Atkins P., Haller M. Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review 1993, 100:589-608. doi: 10.1037/0033-295X.100.4.589.
15. Coltheart M., Rastle K., Perry C., Langdon R., Ziegler J. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review 2001, 108:204-256. doi: 10.1037/0033-295X.108.1.204.
16. Cortese M.J., Khanna M.M. Age of acquisition predicts naming and lexical-decision performance above and beyond 22 other predictor variables: An analysis of 2,342 words. Quarterly Journal of Experimental Psychology 2007, 60:1072-1082. doi: 10.1080/17470210701315467.
17. Cortese M.J., Simpson G.B. Regularity effects in word naming: What are they?. Memory & Cognition 2000, 28:1269-1276.
18. Davis C.J., Lupker S.J. Masked inhibitory priming in English: Evidence for lexical inhibition. Journal of Experimental Psychology: Human Perception and Performance 2006, 32:668-687. doi: 10.1037/0096-1523.32.3.668.
19. Dumay N., Gaskell M.G. Sleep-associated changes in the mental representation of spoken words. Psychological Science 2007, 18:35-39. doi: 10.1111/j.1467-9280.2007.01845.x.
20. Fodor J.A., Pylyshyn Z.W. Connectionism and cognitive architecture: A critical analysis. Cognition 1988, 28(1-2):3-71. doi: 10.1016/0010-0277(88)90031-5.
21. Forster K.I. The potential for experimenter bias effects in word recognition experiments. Memory & Cognition 2000, 28:1109-1115.
22. Forster K., Mohan K., Hector J. The mechanics of masked priming. Masked priming: The state of the art 2003, 3-37. Psychology Press, New York, NY. S. Kinoshita, S.J. Lupker (Eds.).
23. Frost S.J., Einar Mencl W., Sandak R., Moore D.L., Rueckl J.G., Katz L., Pugh K.R. A functional magnetic resonance imaging study of the tradeoff between semantics and phonology in reading aloud. NeuroReport 2005, 16:621-624. doi: 10.1097/00001756-200504250-00021.
24. Gaskell M.G., Dumay N. Lexical competition and the acquisition of novel words. Cognition 2003, 89:105-132. doi: 10.1016/S0010-0277(03)00070-2.
25. Gilhooly K., Watson F. Word age-of-acquisition effects: A review. Current Psychology 1981, 1:269-286.
26. Glushko R.J. Organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance 1979, 5:674-691. doi: 10.1037/0096-1523.5.4.674.
27. Harm M.W., McCandliss B.D., Seidenberg M.S. Modeling the successes and failures of interventions for disabled readers. Scientific Studies of Reading 2003, 7:155-182. doi: 10.1207/S1532799XSSR0702_3.
28. Harm M.W., Seidenberg M.S. Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review 1999, 106:491-528. doi: 10.1037/0033-295X.106.3.491.
29. Harm M.W., Seidenberg M.S. Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review 2004, 111:662-720. doi: 10.1037/0033-295X.111.3.662.
30. Hashimoto R., Sakai K.L. Learning letters in adulthood: Direct visualization of cortical plasticity for forming a new link between orthography and phonology. Neuron 2004, 42:311-322. doi: 10.1016/S0896-6273(04)00196-5.
31. Humphreys G.W., Evett L.J. Are there independent lexical and nonlexical routes in word-processing? An evaluation of the dual-route theory of reading. Behavioral and Brain Sciences 1985, 8:689-705. doi: 10.1017/S0140525X00045684.
32. Jacobs A.M., Grainger J. Models of visual word recognition: Sampling the state-of-the-art. Journal of Experimental Psychology: Human Perception and Performance 1994, 20:1311-1334. doi: 10.1037/0096-1523.20.6.1311.
33. Jared D. Spelling-sound consistency affects the naming of high-frequency words. Journal of Memory and Language 1997, 36:505-529. doi: 10.1006/jmla.1997.2496.
34. Jared D. Spelling-sound consistency and regularity effects in word naming. Journal of Memory and Language 2002, 46:723-750. doi: 10.1006/jmla.2001.2827.
35. Jared D., McRae K., Seidenberg M.S. The basis of consistency effects in word naming. Journal of Memory and Language 1990, 29:687. doi: 10.1016/0749-596X(90)90044-Z.
36. Kessler B., Treiman R. Relationships between sounds and letters in English monosyllables. Journal of Memory and Language 2001, 44:592-617. doi: 10.1006/jmla.2000.2745.
37. Knafle J.D., Legenza A. Generalizability of inquiry involving artificial orthography. American Educational Research Journal 1978, 15:331-347.
38. Lacruz I., Folk J.R. Feedforward and feedback consistency effects for high- and low-frequency words in lexical decision and naming. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology 2004, 57:1261-1284. doi: 10.1080/02724980343000756.
39. Landi N., Perfetti C.A., Bolger D.J., Dunlap S., Foorman B.R. The role of discourse context in developing word form representations: A paradoxical relation between reading and learning. Journal of Experimental Child Psychology 2006, 94:114-133. doi: 10.1016/j.jecp.2005.12.004.
40. Magnuson J.S. Nondeterminism, pleiotropy, and single-word reading: Theoretical and practical concerns. Single-word reading: Behavioral and biological perspectives 2008, 377-404. Erlbaum, New York, NY. E.L. Grigorenko, A.J. Naples (Eds.).
41. Magnuson J.S., Tanenhaus M.K., Aslin R.N., Dahan D. The time course of spoken word learning and recognition: Studies with artificial lexicons. Journal of Experimental Psychology: General 2003, 132:202-227. doi: 10.1037/0096-3445.132.2.202.
42. McCandliss B.D., Posner M.I., Givón T. Brain plasticity in learning visual words. Cognitive Psychology 1997, 33:88-110. doi: 10.1006/cogp.1997.0661.
43. McKague M., Pratt C., Johnston M.B. The effect of oral vocabulary on reading visually novel words: A comparison of the dual-route-cascaded and triangle frameworks. Cognition 2001, 80:231-262. doi: 10.1016/S0010-0277(00)00150-5.
44. McKay A., Castles A., Davis C., Savage G. The impact of progressive semantic loss on reading aloud. Cognitive Neuropsychology 2007, 24:162-186. doi: 10.1080/02643290601025576.
45. McKay A., Davis C., Savage G., Castles A. Semantic involvement in reading aloud: Evidence from a nonword training study. Journal of Experimental Psychology: Learning, Memory, and Cognition 2008, 34:1495-1517. doi: 10.1037/a0013357.
46. Monaghan J., Ellis A.W. What exactly interacts with spelling-sound consistency in word naming?. Journal of Experimental Psychology: Learning, Memory, and Cognition 2002, 28:183-206. doi: 10.1037/0278-7393.28.1.183.
47. Morrison C.M., Ellis A.W. Roles of word-frequency and age of acquisition in word naming and lexical decision. Journal of Experimental Psychology: Learning, Memory, and Cognition 1995, 21:116-133. doi: 10.1037/0278-7393.21.1.116.
48. Morrison C.M., Ellis A.W. Real age of acquisition effects in word naming and lexical decision. British Journal of Psychology 2000, 91:167-180. doi: 10.1348/000712600161763.
49. Morrison C.M., Hirsh K.W., Chappell T., Ellis A.W. Age and age of acquisition: An evaluation of the cumulative frequency hypothesis. European Journal of Cognitive Psychology 2002, 14:435-459. doi: 10.1080/09541440143000159.
50. Nation K., Cocksey J. The relationship between knowing a word and reading it aloud in children's word reading development. Journal of Experimental Child Psychology 2009, 103:296-308. doi: 10.1016/j.jecp.2009.03.004.
51. Patterson K., Hodges J.R. Deterioration of word meaning: Implications for reading. Neuropsychologia 1992, 30:1025-1040. doi: 10.1016/0028-3932(92)90096-5.
52. Patterson K., Lambon-Ralph M.A., Jefferies E., Woollams A., Jones R., Hodges J.R., Rogers T.A. "Presemantic" ' cognition in semantic dementia: Six deficits in search of an explanation. Journal of Cognitive Neuroscience 2006, 18:169-183. doi: 10.1162/jocn.2006.18.2.169.
53. Pexman P.M., Hargreaves I.S., Siakaluk P.D., Bodner G.E., Pope J. There are many ways to be rich: Effects of three measures of semantic richness on visual word recognition. Psychonomic Bulletin & Review 2008, 15:161-167. doi: 10.3758/PBR.15.1.161.
54. Pinker S. Rules of language. Science 1991, August 2, 253:530-535. doi: 10.1126/science.1857983.
55. Plaut D.C., McClelland J.L., Seidenberg M.S., Patterson K. Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review 1996, 103:56-115. doi: 10.1037/0033-295X.103.1.56.
56. Schwartz M.F., Marin O.S.M., Saffran E.M. Dissociations of language function in dementia: A case study. Brain and Language 1979, 7:277-306. doi: 10.1016/0093-934X(79)90024-5.
57. Seidenberg M.S. The time course of phonological code activation in two writing systems. Cognition 1985, 19:1-30. doi: 10.1016/0010-0277(85)90029-0.
58. Seidenberg M.S., McClelland J.L. A distributed, developmental model of word recognition and naming. Psychological Review 1989, 96:523-568. doi: 10.1037/0033-295X.96.4.523.
59. Seidenberg M.S., Waters G.S., Barnes M.A., Tanenhaus M.K. When does irregular spelling or pronunciation influence word recognition?. Journal of Verbal Learning and Verbal Behavior 1984, 23:383-404. doi: 10.1016/S0022-5371(84)90270-6.
60. Stone G.O., Vanhoy M., Van Orden G.C. Perception is a two-way street: Feedforward and feedback phonology in visual word recognition. Journal of Memory and Language 1997, 36:337-359. doi: 10.1006/jmla.1996.2487.
61. Strain E., Patterson K., Seidenberg M.S. Semantic effects in single-word naming. Journal of Experimental Psychology: Learning, Memory, and Cognition 1995, 21:1140-1154. doi: 10.1037/0278-7393.21.5.1140.
62. Taraban R., McClelland J.L. Conspiracy effects in word pronunciation. Journal of Memory and Language 1987, 26:608-631. doi: 10.1016/0749-596X(87)90105-7.
63. Treiman R., Kessler B., Bick S. Influence of consonantal context on the pronunciation of vowels: A comparison of human readers and computational models. Cognition 2003, 88:49-78. doi: 10.1016/S0010-0277(03)00003-9.
64. Treiman R., Mullennix J., Bijeljacbabic R., Richmond-Welty E.D. The special role of rimes in the description, use, and acquisition of English orthography. Journal of Experimental Psychology: General 1995, 124:107-136. doi: 10.1037/0096-3445.124.2.107.
65. Waters G.S., Seidenberg M.S. Spelling-sound effects in reading: Time-course and decision criteria. Memory & Cognition 1985, 13:557-572.
66. Wonnacott E., Newport E.L., Tanenhaus M.K. Acquiring and processing verb argument structure: Distributional learning in a miniature language. Cognitive Psychology 2008, 56:165-209. doi: 10.1016/j.cogpsych.2007.04.002.
67. Woollams A.M. Imageability and ambiguity effects in speeded naming: Convergence and divergence. Journal of Experimental Psychology: Learning, Memory, and Cognition 2005, 31:878-890. doi: 10.1037/0278-7393.31.5.878.
68. Woollams A.M., Lambon Ralph M.A., Plaut D.C., Patterson K. SD-squared: On the association between semantic dementia and surface dyslexia. Psychological Review 2007, 114:316-339. doi: 10.1037/0033-295X.114.2.316.
69. Zorzi M., Houghton G., Butterworth B. Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance 1998, 24:1131-1161. doi: 10.1037/0096-1523.24.4.1131.