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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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Chen MJ, Lu JM. The Role of Format Familiarity and Word Frequency in Chinese Reading. J Eye Mov Res 2023; 16:10.16910/jemr.16.4.5. [PMID: 38601711 PMCID: PMC11005802 DOI: 10.16910/jemr.16.4.5] [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: 04/12/2024] Open
Abstract
For Chinese readers, reading from left to right is the norm, while reading from right to left is unfamiliar. This study comprises two experiments investigating how format familiarity and word frequency affect reading by Chinese people. Experiment 1 examines the roles of format familiarity (reading from left to right is the familiar Chinese format, and reading from right to left is the unfamiliar Chinese format) and word frequency in vocabulary recognition. Forty students read the same Chinese sentences from left to right and from right to left. Target words were divided into high and low frequency words. In Experiment 2, participants engaged in right-to-left reading training for 10 days to test whether their right-to-left reading performance could be improved. The study yields several main findings. First, format familiarity affects vocabulary recognition. Participants reading from left to right had shorter fixation times, higher skipping rates, and viewing positions closer to word center.. Second, word frequency affects vocabulary recognition in Chinese reading. Third, right-to-left reading training could improve reading performance. In the early indexes, the interaction effect of format familiarity and word frequency was significant. There was also a significant word-frequency effect from left to right but not from right to left. Therefore, word segmentation and vocabulary recognition may be sequential in Chinese reading.
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Affiliation(s)
- Ming Jing Chen
- Shanghai Normal University, Faculty of Psychology, China
| | - Jia Mei Lu
- Shanghai Normal University, Faculty of Psychology, China
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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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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.
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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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Chen M, Wang Y, Zhao B, Li X, Bai X. The Trade-Off Between Format Familiarity and Word-Segmentation Facilitation in Chinese Reading. Front Psychol 2021; 12:602931. [PMID: 33584472 PMCID: PMC7876460 DOI: 10.3389/fpsyg.2021.602931] [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] [Received: 09/04/2020] [Accepted: 01/06/2021] [Indexed: 11/15/2022] Open
Abstract
In alphabetic writing systems (such as English), the spaces between words mark the word boundaries, and the basic unit of reading is distinguished during visual-level processing. The visual-level information of word boundaries facilitates reading. Chinese is an ideographic language whose text contains no intrinsic inter-word spaces as the marker of word boundaries. Previous studies have shown that the basic processing unit of Chinese reading is also a word. However, findings remain inconsistent regarding whether inserting spaces between words in Chinese text promotes reading performance. Researchers have proposed that there may be a trade-off between format familiarity and the facilitation effect of inter-word spaces. In order to verify this, this study manipulated the format familiarity via reversing the Chinese reading direction from right to left to investigate this issue in Experiment 1 and Experiment 2. The purpose of Experiment 1 was to examine whether inter-word spaces facilitated Chinese reading in an unfamiliar format. Experiment 1 was conducted that 40 native Chinese undergraduates read Chinese sentences from right to left on four format conditions. The results showed faster reading speed and shorter total reading time for the inter-word spaced format. Based on this finding, Experiment 2 examined whether the facilitation effect of inter-word spaces would reduce or disappear after improving the format familiarity; this experiment was conducted that 40 native Chinese undergraduates who did not participate in Experiment 1 read Chinese sentences from right to left on four format conditions after ten-day reading training. There was no significant difference between the total reading time and reading speed in the inter-word spaced format and unspaced format, which suggests that the facilitation effect of inter-word spaces in Chinese reading changed smaller. The combined results of the two experiments suggest that there is indeed a trade-off between format familiarity and the facilitation of word segmentation, which supports the assumption of previous studies.
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Affiliation(s)
- Mingjing Chen
- Key Research Base of Humanities and Social Sciences, Institute of Psychology and Behavior, Tianjin Normal University, Tianjin, China
| | - Yongsheng Wang
- Key Research Base of Humanities and Social Sciences, Institute of Psychology and Behavior, Tianjin Normal University, Tianjin, China
| | - Bingjie Zhao
- Key Research Base of Humanities and Social Sciences, Institute of Psychology and Behavior, Tianjin Normal University, Tianjin, China
| | - Xin Li
- Key Research Base of Humanities and Social Sciences, Institute of Psychology and Behavior, Tianjin Normal University, Tianjin, China
| | - Xuejun Bai
- Key Research Base of Humanities and Social Sciences, Institute of Psychology and Behavior, Tianjin Normal University, Tianjin, China
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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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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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