Contextual diversity is a main determinant of word identification times in young readers

Journal of Experimental Child Psychology

Volumn 116, Issue 1, 2013, Pages 37-44

  Perea, Manuel ^a   Soares, Ana Paula ^b   Comesaña, Montserrat ^b  

^a UNIVERSITY OF VALENCIA   (Spain)

^b UNIVERSITY OF MINHO   (Portugal)

Author keywords

Computational models; Developing readers; Lexical decision; Reading; Word frequency; Word identification

Indexed keywords

ARTICLE; CHILD; DECISION MAKING; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; PHYSIOLOGY; REACTION TIME; READING; RECOGNITION; SEMANTICS;

CHILD; DECISION MAKING; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; LEARNING; MALE; REACTION TIME; READING; RECOGNITION (PSYCHOLOGY); SEMANTICS; VOCABULARY;

EID: 84878967222     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2012.10.014     Document Type: Article

References (31)

1. Acha J., Perea M. The effects of length and transposed-letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers. British Journal of Psychology 2008, 99:245-264.
2. Adelman J.S., Brown G.D.A., Quesada J.F. Contextual diversity, not word frequency, determines word naming and lexical decision times. Psychological Science 2006, 17:814-823.
3. Baayen R.H. Demythologizing the word frequency effect: A discriminative learning perspective. The Mental Lexicon 2010, 5:436-461.
4. Balota D.A., Yap M.J., Cortese M.J., Hutchison K.A., Kessler B., Loftis B., et al. The English Lexicon Project. Behavior Research Methods 2007, 39:445-459.
5. Brysbaert M., New B. Moving beyond Kucera and Francis: A critical evaluation of current word frequency norms and the introduction of a new and improved word frequency measure for American English. Behavior Research Methods 2009, 41:977-990.
6. Coltheart M., Rastle K., Perry C., Langdon R., Ziegler J. The DRC model: A model of visual word recognition and reading aloud. Psychological Review 2001, 108:204-258.
7. Davis C.J. The spatial coding model of visual word identification. Psychological Review 2010, 117:713-758.
8. Dufau S., Duñabeitia J.A., Moret-Tatay C., McGonigal A., Peeters D., Alario F.-X., et al. Smart phone, smart science. How the use of smartphones can revolutionize research in cognitive science. PLoS One 2011, 6:e24974. 10.1371/journal.pone.0024974.
9. Engbert R., Nuthmann A., Richter E., Kliegl R. SWIFT: A dynamical model of saccade generation during reading. Psychological Review 2005, 112:777-813.
10. Forster K.I., Forster J.C. DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods, Instruments & Computers 2003, 35:116-124.
11. Gómez P., Ratcliff R., Perea M. A model of the go/no-go task. Journal of Experimental Psychology: General 2007, 136:389-413.
12. Grainger J., Jacobs A.M. Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review 1996, 103:518-565.
13. Hills T., Maouene J., Riordan B., Smith L. The associative structure of language: Contextual diversity in early word learning. Journal of Memory and Language 2010, 63:259-273.
14. Hoffman P., Rogers T.T., Lambon Ralph M.A. Semantic diversity accounts for the " missing" word frequency effect in stroke aphasia: Insights using a novel method to quantify contextual variability in meaning. Journal of Cognitive Neuroscience 2011, 23:2432-2446.
15. Hyönä Y., Olson R.K. Eye movement patterns among dyslexic and normal readers: Effects of word length and word frequency. Journal of Experimental Psychology: Learning, Memory, and Cognition 1995, 21:1430-1440.
16. Inhoff A.W., Rayner K. Parafoveal word processing during eye fixations in reading: Effects of word frequency. Perception and Psychophysics 1986, 40:431-439.
17. Jones M.N., Johns B.T., Recchia G.L. The role of semantic diversity in lexical organization. Canadian Journal of Experimental Psychology 2012, 66:121-132.
18. Keuleers E., Brysbaert M., New B. SUBTLEX-NL: A new measure for Dutch word frequency based on film subtitles. Behavior Research Methods 2010, 42:643-650.
19. Landauer T.K., Dumais S.T. A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review 1997, 104:211-240.
20. McClelland J.L., Rumelhart D.E. An interactive activation model of context effects in letter perception: 1. An account of basic findings. Psychological Review 1981, 88:375-407.
21. McDonald S.A., Shillcock R.C. Rethinking the word frequency effect: The neglected role of distributional information in lexical processing. Language and Speech 2001, 44:295-323.
22. Moret-Tatay C., Perea M. Is the go/no-go lexical decision task preferable to the yes/no task with developing readers?. Journal of Experimental Child Psychology 2011, 110:125-132.
23. Perea M., Moret-Tatay C., Panadero V. Suppression of mirror generalization for reversible letters: Evidence from masked priming. Journal of Memory and Language 2011, 65:237-246.
24. Perea M., Panadero V., Moret-Tatay C., Gómez P. The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics. Learning and Instruction 2012, 22:420-430.
25. 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.
26. Ratcliff R., Love J., Thompson C.A., Opfer J. Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses. Child Development 2012, 83:367-381.
27. Reichle E.D., Pollatsek A., Fisher D.L., Rayner K. Toward a model of eye movement control in reading. Psychological Review 1998, 105:125-157.
28. Soares A.P., Medeiros J.C., Simões A., Machado J., Costa A., Iriarte A., et al. ESCOLEX: Uma base lexical com medidas de frequência para crianças do 1° ao 6° ano de escolaridade [ESCOLEX: A lexical database with frequency measures for Portuguese children from first to sixth grades] 2012, Poster presented at the VII Encontro da Associação Portuguesa de Psicologia Experimental, Lisbon, Portugal.
29. Steyvers M., Malmberg K. The effect of normative context variability on recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition 2003, 29:760-766.
30. Wang H.-C., Castles A., Nickels L., Nation K. Context effects on orthographic learning of regular and irregular words. Journal of Experimental Child Psychology 2011, 109:39-57.
31. Wilcox R.R. New designs in analysis of variance. Annual Review of Psychology 1987, 38:29-60.