A Rose by Any Other Name Is Not the Same: The Role of Orthographic Knowledge in Homophone Confusion Errors

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 27, Issue 3, 2001, Pages 744-760

  Starr, Matthew S ^a,c   Fleming, Kevin K ^b  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

^b Castleton State College   (United States)

^c IBM   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; DECISION MAKING; FEMALE; HUMAN; MALE; MEMORY; PERSONALITY TEST; PHONETICS; PSYCHOLOGICAL MODEL; READING; RECOGNITION; SEMANTICS;

ADULT; FEMALE; HUMANS; JUDGMENT; MALE; MEMORY; MODELS, PSYCHOLOGICAL; PHONETICS; READING; RECOGNITION (PSYCHOLOGY); SEMANTICS; WORD ASSOCIATION TESTS;

EID: 85047685491     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.27.3.744     Document Type: Article

References (30)

1. Adams, M. J. (1990). Beginning to read: Learning and thinking about print. Cambridge, MA: MIT Press.
2. Anthony, S. C. (1995). The homophones resource book. Anchorage, AK: Instructional Resources, Co.
3. Banks, W. P., Oka, E., & Sugarman, S. (1981). Recoding of printed words to internal speech: Does recoding come before lexical access? In O. J. Tzeng & H. Singer (Eds.), Perception of print (pp. 137-170). Hillsdale, NJ: Erlbaum.
4. Baron, J. (1973). Phonemic stage not necessary for reading. Quarterly Journal of Experimental Psychology, 25, 241-246.
5. Coltheart, V., Avons, S. E., Masterson, J., & Laxon, V. (1991). The role of assembled phonology in reading comprehension. Memory & Cognition, 19, 387-400.
6. Coltheart, V., Laxon, V., Rickard, M., & Elton, C. (1988). Phonological recoding in adults and children. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 387-397.
7. Coltheart, V., Patterson, K., & Leahy, J. (1994). When a ROWS is a ROSE: Phonological effects in written word comprehension. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 47A, 917-955.
8. Daneman, M., & Reingold, E. M. (in press). Do readers use phonological codes to activate word meanings? Evidence from eye movements. In A. Kennedy, R. Radach, D. Heller, & J. Pynte (Eds.), Reading as a perceptual process. Amsterdam: Elsevier.
9. Daneman, M., Reingold, E. M., & Davidson, M. (1995). Time course of phonological activation during reading: Evidence from eye fixations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 884-898.
10. Doctor, E. A., & Coltheart, M. (1980). Children's use of phonological encoding when reading from memory. Memory & Cognition, 8, 195-209.
11. Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B. Gough, L. C. Ehri, & R. Trieman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
12. Fleming, K. (1993). Phonologically mediated priming in spoken and printed recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 272-284.
13. Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123, 71-99.
14. Gough, P. B., Juel, C., & Griffith, P. L. (1992). Reading, spelling, and the orthographic cipher. In P. B. Gough, L. C. Ehri, & R. Trieman (Eds.), Reading acquisition (pp. 35-48). Hillsdale, NJ: Erlbaum.
15. Hobbs, J. B. (1993). Homophones and homographs: An American dictionary (2nd ed.). Jefferson, NC: McFarland & Company, Inc.
16. Jacoby, L. L., & Hollingshead, A. (1990). Reading student essays may be hazardous to your spelling: Effects of reading incorrectly and correctly spelled words. Canadian Journal of Psychology, 44, 345-358.
17. Jared, D., Levy, B. A., & Rayner, K. (1999). The role of phonology in the activation of word meaning during reading: Evidence from proofreading and eye movements. Journal of Experimental Psychology: General, 128, 219-264.
18. Johnson, L. W. (1950). One hundred words most often misspelled by children in the elementary grades. Journal of Educational Research, 44, 154-155.
19. Kilpatrick, J. (1993, November 6). Hobgoblin homophones play havoc, so write them right. The Oregonian, 26-29.
20. Kučera, H., & Francis, W. N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
21. Lee, H., Rayner, K., & Pollatsek, A. (1999). The time course of phonological, semantic, and orthographic coding in reading: Evidence from the fast-priming technique. Psychonomic Bulletin & Review, 6, 624-634.
22. Lesch, M., & Pollatsek, A. (1993). Automatic access of semantic information by phonological codes in visual word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 284-294.
23. Perfetti, C. A., & Bell, L. C. (1991). Phonemic activation during the first 40 ms of word identification: Evidence from backward masking and priming. Journal of Memory and Language, 30, 473-485.
24. Perfetti, C. A., Bell, L. C., & Delaney, S. M. (1988). Automatic (prelexical) phonetic activation silent word reading: Evidence from backward masking. Journal of Memory and Language, 27, 59-70.
25. Perfetti, C. A., & Hart, L. A. (1999, November). Quality lexical representations (not suppression) are central to reading skill. Paper presented at the 40th Annual Meeting of the Psychonomic Society, Los Angeles.
26. Pollatsek, A., Lesch, M., Morris, R., & Rayner, K. (1992). Phonological codes are used in integrating information across saccades in word identification and reading. Journal of Experimental Psychology: Human Perception and Performance, 18, 148-162.
27. Rayner, K., Pollatsek, A., & Binder, K. S. (1998). Phonological codes and eye movements in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 476-497.
28. Rayner, K., Sereno, S. C., Lesch, M. F., & Pollatsek, A. (1995). Phonological codes are automatically activated during reading: Evidence from an eye movement priming paradigm. Psychological Science, 6, 26-32.
29. Van Orden, G. (1987). A ROWS is a ROSE: Spelling, sound, and reading. Memory & Cognition, 15, 181-198.
30. Van Orden, G., Johnston, J., & Hale, B. (1988). Word identification in reading proceeds from spelling to sound to meaning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 371-386.