1
|
Kellenberger MG, Steacy LM, Cooper Borkenhagen MJ, Dozier J, Compton DL. Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors. J Exp Child Psychol 2024; 246:105998. [PMID: 38981331 DOI: 10.1016/j.jecp.2024.105998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 05/20/2024] [Accepted: 05/22/2024] [Indexed: 07/11/2024]
Abstract
Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic contributions of word-level features to word reading development, which have been relatively underexplored in the literature. A sample of elementary school students oversampled for word reading difficulty (N = 92) in Grades 3 to 5 read a set of polysyllabic words (J = 45) and completed a battery of reading and language-related measures. Using cross-classified random-effects models and accounting for various control variables, semantic-related variables representing item-level familiarity; child-level set for variability; and word-level age of acquisition and number of morphemes were significant predictors in the main-effects model. A significant interaction between sight word efficiency and age of acquisition indicated higher probabilities of correctly reading polysyllabic words at lower levels of acquisition for better readers. Results indicate important semantic-related influences on polysyllabic word reading at the child, word, and child-by-word levels, suggesting meaningful relationships between knowledge of the orthographic form of a word and semantic knowledge in developing readers.
Collapse
Affiliation(s)
- Madison G Kellenberger
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA.
| | - Laura M Steacy
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | | | - Jordan Dozier
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| |
Collapse
|
2
|
Miguel-Abella RS, Pérez-Sánchez MÁ, Cuetos F, Marín J, González-Nosti M. SpaVerb-WN-A megastudy of naming times for 4562 Spanish verbs: Effects of psycholinguistic and motor content variables. Behav Res Methods 2022; 54:2640-2664. [PMID: 34918230 PMCID: PMC9729138 DOI: 10.3758/s13428-021-01734-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/19/2021] [Indexed: 12/16/2022]
Abstract
Several studies have been carried out in various languages to explore the role of the main psycholinguistic variables in word naming, mainly in nouns. However, reading of verbs has not been explored to the same extent, despite the differences that have been found between the processing of nouns and verbs. To reduce this research gap, we present here SpaVerb-WN, a megastudy of word naming in Spanish, with response times (RT) for 4562 verbs. RT were obtained from at least 20 healthy adult participants in a reading-aloud task. Several research questions on the role of syllable frequency, word length, neighbourhood, frequency, age of acquisition (AoA), and the novel variable 'motor content' in verb naming were also examined. Linear mixed-effects model analyses indicated that (1) RT increase in with increasing word length and with decreasing neighbourhood size, (2) syllable frequency does not show a significant effect on RT, (3) AoA mediates the effect of motor content, with a positive slope of motor content at low AoA scores and a negative slope at high AoA scores, and (4) there is an interaction between word frequency and AoA, in which the AoA effect for low-frequency verbs gradually decreases as frequency increases. The results are discussed in relation to existing evidence and in the context of the consistency of the spelling-sound mappings in Spanish.
Collapse
Affiliation(s)
- Romina San Miguel-Abella
- Departamento de Psicología, Universidad de Oviedo, Plaza de Feijoo, s/n, 33003, Oviedo, Asturias, Spain
| | | | - Fernando Cuetos
- Departamento de Psicología, Universidad de Oviedo, Plaza de Feijoo, s/n, 33003, Oviedo, Asturias, Spain
| | - Javier Marín
- Departamento de Psicología Básica y Metodología, Universidad de Murcia, Murcia, Spain
| | - María González-Nosti
- Departamento de Psicología, Universidad de Oviedo, Plaza de Feijoo, s/n, 33003, Oviedo, Asturias, Spain.
| |
Collapse
|
3
|
Elsherif M, Catling J. Age of acquisition effects on the decomposition of compound words. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1080/20445911.2021.2013246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
4
|
Chou I, Hu J, Muñoz E, García AM. Discourse-Level Information Recall in Early and Late Bilinguals: Evidence From Single-Language and Cross-Linguistic Tasks. Front Psychol 2021; 12:757351. [PMID: 34764919 PMCID: PMC8576450 DOI: 10.3389/fpsyg.2021.757351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Accepted: 09/29/2021] [Indexed: 11/13/2022] Open
Abstract
Bilingualism research indicates that verbal memory skills are sensitive to age of second language (L2) acquisition (AoA). However, most tasks employ disconnected, decontextualized stimuli, undermining ecological validity. Here, we assessed whether AoA impacts the ability to recall information from naturalistic discourse in single-language and cross-linguistic tasks. Twenty-four early and 25 late Chinese-English bilinguals listened to real-life L2 newscasts and orally reproduced their information in English (Task 1) and Chinese (Task 2). Both groups were compared in terms of recalled information (presence and correctness of idea units) and key control measures (e.g., attentional skills, speech rate). Across both tasks, information completeness was higher for early than late bilinguals. This occurred irrespective of attentional speed, speech rate, and additional relevant factors. Such results bridge the gap between classical memory paradigms and ecological designs in bilingualism research, illuminating how particular language profiles shape information processing in daily communicative scenarios.
Collapse
Affiliation(s)
- Isabelle Chou
- School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China
| | - Jiehui Hu
- School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China
| | - Edinson Muñoz
- Departamento de Lingüística y Literatura, Facultad de Humanidades, Universidad de Santiago de Chile, Santiago, Chile
| | - Adolfo M García
- School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China.,Departamento de Lingüística y Literatura, Facultad de Humanidades, Universidad de Santiago de Chile, Santiago, Chile.,Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina.,National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina.,Global Brain Health Institute, University of California, San Francisco, San Francisco, CA, United States
| |
Collapse
|
5
|
Elsherif MM, Wheeldon LR, Frisson S. Phonological precision for word recognition in skilled readers. Q J Exp Psychol (Hove) 2021; 75:1021-1040. [PMID: 34467802 PMCID: PMC9016675 DOI: 10.1177/17470218211046350] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
According to the lexical quality hypothesis, differences in the orthographic,
semantic, and phonological representations of words will affect individual
reading performance. While several studies have focused on orthographic
precision and semantic coherence, few have considered phonological precision.
The present study used a suite of individual difference measures to assess which
components of lexical quality contributed to competition resolution in a masked
priming experiment. The experiment measured form priming for word and pseudoword
targets with dense and sparse neighbourhoods in 84 university students.
Individual difference measures of language and cognitive skills were also
collected and a principal component analysis was used to group these data into
components. The data showed that phonological precision and NHD interacted with
form priming. In participants with high phonological precision, the direction of
priming for word targets with sparse neighbourhoods was facilitatory, while the
direction for those with dense neighbourhoods was inhibitory. In contrast,
people with low phonological precision showed the opposite pattern, but the
interaction was non-significant. These results suggest that the component of
phonological precision is linked to lexical competition for word recognition and
that access to the mental lexicon during reading is affected by differing levels
of phonological processing.
Collapse
Affiliation(s)
| | - Linda Ruth Wheeldon
- Department of Foreign Languages and Translation, University of Agder, Kristiansand, Norway
| | - Steven Frisson
- School of Psychology, University of Birmingham, Birmingham, UK
| |
Collapse
|
6
|
Abstract
Compounds are morphologically complex words made of different linguistic parts. They are very prevalent in a number of languages such as French. Different psycholinguistic characteristics of compounds have been used in certain studies to investigate the mechanisms involved in compound processing (see Table 7). We provide psycholinguistic norms for a set of 506 French compound words. The words were normed on seven characteristics: lexeme meaning dominance, semantic transparency, sensory experience, conceptual familiarity, imageability, age of acquisition (AoA) and subjective frequency. Reliability measures were computed for the collected norms. Descriptive statistical analyses, and correlational and multiple regression analyses were performed. We also report some comparisons made between our normative data and certain norms obtained in other similar studies. The entire set of norms, which will be very useful to researchers investigating the processing of compounds, is available as Supplemental Material.
Collapse
|
7
|
Catling JC, Pymont C, Johnston RA, Elsherif MM, Clark R, Kendall E. Age of acquisition effects in recognition without identification tasks. Memory 2021; 29:662-674. [PMID: 34028339 DOI: 10.1080/09658211.2021.1931695] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The Age of Acquisition (AoA) effect results in early-acquired words being processed more quickly and accurately than later-acquired words. This effect is argued to result from a gradual development of semantic representations and a changing neural network throughout development (Chang, Y.-N., Monaghan, P., & Welbourne, S., 2019). Some forms of the Recognition Without Identification (RWI) effects have been observed at a perceptual level. The present study used the RWI paradigm to examine whether the AoA effect is located at the perceptual loci. A total of 174 participants were presented a list of pictures (Experiment 1) or words (Experiment 2) followed by a list of mixed early- and late-acquired picture or word fragments that participants had to identify; half of which corresponded to studied words and half of which to unstudied words. Irrespective of whether the item was identified, participants then rated the likelihood that the item appeared in the study phase. In both experiments, results showed that studied items were recognised more accurately than unstudied items, even when they could not be identified and late-acquired items were recognised more than early-acquired items, even when they were not identified. Finally, RWI interacted with the AoA effect only in pictorial stimuli, suggesting that the RWI and AoA effects are located at the perceptual level.
Collapse
Affiliation(s)
- J C Catling
- School of Psychology, University of Birmingham, Birmingham, UK
| | - C Pymont
- School of Psychology, University of Canberra, Canberra, Australia
| | - R A Johnston
- School of Psychology, University of Kent, Canterbury, UK
| | - M M Elsherif
- School of Psychology, University of Birmingham, Birmingham, UK
| | - R Clark
- School of Psychology, University of Birmingham, Birmingham, UK
| | - E Kendall
- School of Psychology, University of Birmingham, Birmingham, UK
| |
Collapse
|