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Martínez-García, Cristina; Cuetos, Fernando; Suárez-Coalla, Paz – Journal for the Study of Education and Development, 2022
It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic code may…
Descriptors: Foreign Countries, Dyslexia, Spanish, Alphabets
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Acha, Joana; Rodriguez, Nuria; Perea, Manuel – Journal of Research in Reading, 2023
Background: Letter knowledge is crucial in the first stages of reading development. It supports learning letter-sound mappings and the identification of the letters that make up words. Previous studies have investigated the longitudinal impact of early letter knowledge on children's further word reading abilities. This study employed an artificial…
Descriptors: Alphabets, Phoneme Grapheme Correspondence, Foreign Countries, Reading Skills
Wendy Guo – ProQuest LLC, 2022
Collocations are words that have a tendency to co-occur within a few words' spans, e.g., "drink coffee" and "dark chocolate" in English. Growing empirical evidence suggests that both native (L1) speakers and advanced second language (L2) learners process two-word collocations faster than unconnected word pairs, and that…
Descriptors: Language Processing, English (Second Language), Native Language, Second Language Learning
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Zhou, Lin; Perfetti, Charles – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Phonological interference during written-word meaning judgments occurs in both Chinese and English, suggesting that word-level phonological activation is universal rather than dependent on the sublexical structures that vary with writing systems. To accommodate this universality, we distinguish two sources of phonological congruence between a…
Descriptors: Phonology, Interference (Language), Orthographic Symbols, Alphabets
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Lupker, Stephen J.; Spinelli, Giacomo; Davis, Colin J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
A word's exterior letters, particularly its initial letter, appear to have a special status when reading. Therefore, most orthographic coding models incorporate assumptions giving initial letters and, in some cases, final letters, enhanced importance during the orthographic coding process. In the present article, 3 masked priming experiments were…
Descriptors: Alphabets, Reading Processes, Priming, Decision Making
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Hasenäcker, Jana; Schroeder, Sascha – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Reading development involves several changes in orthographic processing. A key question is, "how does the coding of letters develops in children learning to read?" Masked priming effects of transposition and substitution primes have been taken to index the importance of letter position and identity coding. Somewhat contradicting results…
Descriptors: Alphabets, Reading Processes, Priming, Longitudinal Studies
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Fröber, Kerstin; Jurczyk, Vanessa; Dreisbach, Gesine – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Frequent forced switching between tasks has been shown to reduce switch costs and increase voluntary switch rates. So far, however, the boundary conditions of the influence of forced task switching on voluntary task switching are unknown. Thus, the present study was aimed to test different aspects of generalizability (across items, tasks, and…
Descriptors: Cognitive Ability, Attention Control, Task Analysis, Generalization
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Fournet, Colas; Mirault, Jonathan; Perea, Manuel; Grainger, Jonathan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
In four experiments, we investigated the impact of letter case (lower case vs. UPPER CASE) on the processing of sequences of written words. Experiment 1 used the rapid parallel visual presentation (RPVP) paradigm with postcued identification of one word in a five-word sequence. The sequence could be grammatically correct (e.g., "the boy likes…
Descriptors: Alphabets, Reading Processes, Word Recognition, Punctuation
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Harding, Bradley; Cousineau, Denis – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The same-different task is a classic paradigm that requires participants to judge whether two successively presented stimuli are the same or different. While this task is simple, with results that have been replicated many times, response times (RTs) and accuracy for both same and different decisions remain difficult to model. The biggest obstacle…
Descriptors: Self Concept, Task Analysis, Priming, Reaction Time
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Peleg, Orna; Degani, Tamar; Raziq, Muna; Taha, Nur – Second Language Research, 2020
To isolate cross-lingual phonological effects during visual-word recognition, Arabic-Hebrew bilinguals who are native speakers of Spoken Arabic (SA) and proficient readers of both Literary Arabic (LA) and Hebrew, were asked to perform a visual lexical-decision task (LDT) in either LA (Experiment 1) or Hebrew (Experiments 2 and 3). The critical…
Descriptors: Bilingualism, Phonology, Semitic Languages, Word Recognition
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Chen, Lin; Perfetti, Charles A.; Fang, Xiaoping; Chang, Li-Yun – Second Language Research, 2021
When reading in a second language, a reader's first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its…
Descriptors: Native Language, Second Language Learning, Transfer of Training, Reading Processes
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Kwon, Youan; Lee, Changhwan; Tae, Jini; Lee, Yoonhyoung – Journal of Psycholinguistic Research, 2018
The purpose of this study was to examine the role of phonological information on visual word recognition by using letter transposition effects. The Korean writing system gives a unique opportunity to investigate such phenomenon since the transposition of the beginning consonant (onset) and the end consonant (coda) of a certain syllable allows one…
Descriptors: Phonology, Korean, Diagnostic Tests, Phonemes
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Lanska, Meredith; Westerman, Deanne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Stimuli that are fluently processed are more likely to be called "old" on a recognition memory test compared with less fluently processed stimuli. The goal of the current study was to investigate how the perceived diagnostic value of fluency is affected by a match between encoding and test conditions. During the encoding phase,…
Descriptors: Memory, Decision Making, Correlation, Task Analysis
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Hintz, Florian; Jongman, Suzanne R.; Dijkhuis, Marjolijn; van 't Hoff, Vera; McQueen, James M.; Meyer, Antje S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Lexical access is a core component of word processing. In order to produce or comprehend a word, language users must access word forms in their mental lexicon. However, despite its involvement in both tasks, previous research has often studied lexical access in either production or comprehension alone. Therefore, it is unknown to which extent…
Descriptors: Individual Differences, Language Processing, Vocabulary Skills, Language Usage
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Kuhn, Simone; Schmiedek, Florian; Schott, Bjorn; Ratcliff, Roger; Heinze, Hans-Jochen; Duzel, Emrah; Lindenberger, Ulman; Lovden, Martin – Journal of Cognitive Neuroscience, 2011
Perceptual decision-making performance depends on several cognitive and neural processes. Here, we fit Ratcliff's diffusion model to accuracy data and reaction-time distributions from one numerical and one verbal two-choice perceptual-decision task to deconstruct these performance measures into the rate of evidence accumulation (i.e., drift rate),…
Descriptors: Expertise, Evidence, Training, Individual Differences
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