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Pinto Arata L, Ordonez Magro L, Ramisch C, Grainger J, Rey A. The dynamics of multiword sequence extraction. Q J Exp Psychol (Hove) 2024:17470218241228548. [PMID: 38247195 DOI: 10.1177/17470218241228548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
Being able to process multiword sequences is central for both language comprehension and production. Numerous studies support this claim, but less is known about the way multiword sequences are acquired, and more specifically how associations between their constituents are established over time. Here we adapted the Hebb naming task into a Hebb lexical decision task to study the dynamics of multiword sequence extraction. Participants had to read letter strings presented on a computer screen and were required to classify them as words or pseudowords. Unknown to the participants, a triplet of words or pseudowords systematically appeared in the same order and random words or pseudowords were inserted between two repetitions of the triplet. We found that response times (RTs) for the unpredictable first position in the triplet decreased over repetitions (i.e., indicating the presence of a repetition effect) but more slowly and with a different dynamic compared with items appearing at the predictable second and third positions in the repeated triplet (i.e., showing a slightly different predictability effect). Implicit and explicit learning also varied as a function of the nature of the triplet (i.e., unrelated words, pseudowords, semantically related words, or idioms). Overall, these results provide new empirical evidence about the dynamics of multiword sequence extraction, and more generally about the role of statistical learning in language acquisition.
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Affiliation(s)
- Leonardo Pinto Arata
- Laboratoire de Psychologie Cognitive (LPC), CNRS, Aix-Marseille Université, Marseille, France
- Institute of Language, Communication and the Brain, Aix-Marseille Université, Marseille, France
- CNRS, LIS, Université de Toulon, Aix-Marseille Université, Marseille, France
| | - Laura Ordonez Magro
- Laboratoire de Psychologie Cognitive (LPC), CNRS, Aix-Marseille Université, Marseille, France
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Carlos Ramisch
- Institute of Language, Communication and the Brain, Aix-Marseille Université, Marseille, France
- CNRS, LIS, Université de Toulon, Aix-Marseille Université, Marseille, France
| | - Jonathan Grainger
- Laboratoire de Psychologie Cognitive (LPC), CNRS, Aix-Marseille Université, Marseille, France
- Institute of Language, Communication and the Brain, Aix-Marseille Université, Marseille, France
| | - Arnaud Rey
- Laboratoire de Psychologie Cognitive (LPC), CNRS, Aix-Marseille Université, Marseille, France
- Institute of Language, Communication and the Brain, Aix-Marseille Université, Marseille, France
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2
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Baek H, Choi W, Gordon PC. Reading spaced and unspaced Korean text: Evidence from eye-tracking during reading. Q J Exp Psychol (Hove) 2022; 76:1072-1085. [PMID: 35593672 DOI: 10.1177/17470218221104736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In written Korean, spaces appear between phrasal units ("eojeols"). In Experiment 1, participants read sentences in which space information had been manipulated. Results indicated that removing spaces or replacing them with a symbol hindered reading, but this effect was not as disruptive as previously found in English. Experiment 2 presented sentences varying in the proportion of eojeols that ended with postpositional particles as well as the presence/absence of spaces. Results showed that space removal interfered with reading, but its effects were weaker when the sentence contained more postpositional particles. This suggests that postpositional particles provide an extra cue to word segmentation in Korean texts. These findings are discussed in relation to the unique characteristics of the Korean writing system and to the models of eye-movement control during reading in different languages.
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Affiliation(s)
- Hyunah Baek
- Division of Liberal Arts and Sciences, Gwangju Institute of Science and Technology, Gwangju, South Korea
| | - Wonil Choi
- Division of Liberal Arts and Sciences, Gwangju Institute of Science and Technology, Gwangju, South Korea
| | - Peter C Gordon
- Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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van Viersen S, Protopapas A, Georgiou GK, Parrila R, Ziaka L, de Jong PF. Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. Q J Exp Psychol (Hove) 2021; 75:1135-1154. [PMID: 34491141 PMCID: PMC9016678 DOI: 10.1177/17470218211047420] [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: 11/20/2022]
Abstract
Orthographic learning is the topic of many recent studies about reading, but much
is still unknown about conditions that affect orthographic learning and their
influence on reading fluency development over time. This study investigated
lexicality effects on orthographic learning in beginning and relatively advanced
readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored
during an orthographic learning task. Children read sentences containing
pseudowords or low-frequency real words that varied in number of exposures. We
examined both offline learning outcomes (i.e., orthographic choice and spelling
dictation) of target items and online gaze durations on target words. The
results showed general effects of exposure, lexicality, and reading-skill level.
Also, a two-way interaction was found between the number of exposures and
lexicality when detailed orthographic representations were required, consistent
with a larger overall effect of exposure on learning the spellings of
pseudowords. Moreover, lexicality and reading-skill level were found to affect
the learning rate across exposures based on a decrease in gaze durations,
indicating a larger learning effect for pseudowords in Grade 5 children. Yet,
further interactions between exposure and reading-skill level were not present,
indicating largely similar learning curves for beginning and advanced readers.
We concluded that the reading system of more advanced readers may cope somewhat
better with words varying in lexicality, but is not more efficient than that of
beginning readers in building up orthographic knowledge of specific words across
repeated exposures.
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Affiliation(s)
- Sietske van Viersen
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | | | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
| | - Rauno Parrila
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada.,Department of Educational Studies, Macquarie University, Sydney, NSW, Australia
| | - Laoura Ziaka
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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Eye-movement control during learning and scanning of English pseudoword stimuli: Exposure frequency effects and spacing effects in a visual search task. Atten Percept Psychophys 2021; 83:3146-3161. [PMID: 34036538 DOI: 10.3758/s13414-021-02322-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/22/2021] [Indexed: 11/08/2022]
Abstract
Wang et al. (Attention, Perception, and Psychophysics, in press, 2021) reported a Landolt-C learning and scanning experiment. In a learning session, they simulated exposure frequency effects successfully by training participants to learn target Landolt-C clusters with different exposures. The rate of learning high-frequency (HF) targets were greater than that of learning low-frequency (LF) targets. In a subsequent scanning session, participants were required to scan text-like Landolt-C strings to detect whether any pre-learnt target was embedded in the strings. The Landolt-C strings were displayed under different spacing formats (i.e., spaced format, unspaced format, and unspaced shaded format). However, the simulated exposure frequency effect did not occur in the scanning session. Wang et al. argued one straightforward reason for this might be because participants failed to maintain the memory of pre-learnt target to the scanning session. In the current study, we employed the same learning and scanning paradigm to investigate whether exposure frequency would occur in a target search task by using easier learning materials - pseudoword stimuli. The learning of pseudoword stimuli was much more successful than Landolt-C stimuli. Interestingly, however, we found a very different rate of learning effect such that the rate of learning LF targets was greater than HF targets. To our surprise, we did not find any influence of exposure frequency on eye movements during scanning even when participants were able to identify pre-learnt pseudowords in strings. Learning rate effect, exposure frequency effects, and saccadic targeting during the scanning of strings under different spacing formats are discussed in this paper.
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Liu Z, Liu X, Tong W, Fu F. Word's Contextual Predictability and Its Character Frequency Effects in Chinese Reading: Evidence From Eye Movements. Front Psychol 2020; 11:1833. [PMID: 32982821 PMCID: PMC7480120 DOI: 10.3389/fpsyg.2020.01833] [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: 11/03/2019] [Accepted: 07/03/2020] [Indexed: 11/13/2022] Open
Abstract
The present study sought to establish how a word's contextual predictability impacts the early stages of word processing when reading Chinese. Two eye-movement experiments were conducted in which the predictability of the target two-character word was manipulated; the frequency of the target's initial character was manipulated in Experiment 1, as was the target's end character frequency in Experiment 2. No reliable interaction effect of predictability with initial character frequency was observed in Experiment 1. Reliable interactions of word predictability with end character frequency were observed in Experiment 2. The end character frequency effects, in which the words with high-frequency end characters were fixated for a shorter time and re-fixated less often, were only observed when reading unpredictable words. Reliable interactions were also observed with incoming saccade length, as high-frequency end character words elicited longer saccades to themselves than low-frequency end character words when reading predictable words. The effects of pervasive predictability on measures of fixation time, probability, and saccade length were noted in both experiments. Our findings suggest that a word's contextual predictability facilitates the processing of its constituent characters.
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Affiliation(s)
- Zhifang Liu
- Department of Psychology, College of Education, Hangzhou Normal University, Hangzhou, China
| | - Xuanwen Liu
- Department of Psychology, College of Education, Hangzhou Normal University, Hangzhou, China
| | - Wen Tong
- Department of Psychology, College of Education, Shaanxi Normal University, Linfen, China
| | - Fuyin Fu
- Department of Psychology, College of Education, Ningbo University, Ningbo, China
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Predictability impacts word and character processing in Chinese reading: Evidence from eye movements. ACTA PSYCHOLOGICA SINICA 2020. [DOI: 10.3724/sp.j.1041.2020.01031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Zang C. New Perspectives on Serialism and Parallelism in Oculomotor Control During Reading: The Multi-Constituent Unit Hypothesis. Vision (Basel) 2019; 3:E50. [PMID: 31735851 PMCID: PMC6969928 DOI: 10.3390/vision3040050] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2019] [Accepted: 09/09/2019] [Indexed: 11/16/2022] Open
Abstract
Currently there are several computational models of eye movement control that provide a good account of oculomotor behavior during reading of English and other alphabetic languages. I will provide an overview of two dominant models: E-Z Reader and SWIFT, as well as a recently proposed model: OB1-Reader. I will evaluate a critical issue of controversy among models, namely, whether words are lexically processed serially or in parallel. I will then consider reading in Chinese, a character-based, unspaced language with ambiguous word boundaries. Finally, I will evaluate the concepts of serialism and parallelism of process central to these models, and how these models might function in relation to lexical processing that is operationalized over parafoveal multi-constituent units.
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Affiliation(s)
- Chuanli Zang
- School of Psychology, University of Central Lancashire, Preston, PR1 2HE, UK;
- Academy of Psychology and Behaviour, Faculty of Psychology, Tianjin Normal University, Tianjin 300074, China
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Pagán A, Nation K. Learning Words Via Reading: Contextual Diversity, Spacing, and Retrieval Effects in Adults. Cogn Sci 2019; 43. [DOI: 10.1111/cogs.12705] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 10/31/2018] [Accepted: 11/13/2018] [Indexed: 11/29/2022]
Affiliation(s)
- Ascensión Pagán
- Department of Experimental Psychology; University of Oxford
- Department of Neuroscience, Psychology and Behaviour; University of Leicester
| | - Kate Nation
- Department of Experimental Psychology; University of Oxford
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The efficiency and improvement of novel word’s learning in Chinese children with developmental dyslexia during natural reading. ACTA PSYCHOLOGICA SINICA 2019. [DOI: 10.3724/sp.j.1041.2019.00471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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10
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Liversedge SP, Schroeder S, Hyönä J, Rayner K. Emerging issues in developmental eye-tracking research: Insights from the workshop in Hannover, October 2013. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2015.1053487] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Simon P. Liversedge
- School of Psychology, University of Southampton , Highfield Campus, SO17 1BJ Southampton, UK
| | - Sascha Schroeder
- Department of Psychology, Max Planck Institute , Berlin, Germany
| | - Jukka Hyönä
- Department of Psychology, University of Turku , Turku, Finland
| | - Keith Rayner
- Department of Psychology, University of California, San Diego , La Jolla, CA, USA
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Schroeder S, Hyönä J, Liversedge SP. Developmental eye-tracking research in reading: Introduction to the special issue. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2015.1046877] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Sascha Schroeder
- Max Planck Institute for Human Development, MPRG Reading Education and Development (REaD) , Berlin, Germany
| | - Jukka Hyönä
- Department of Psychology, University of Turku , Turku, Finland
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