Phonological decoding and morpho-orthographic decomposition: Complementary routes during learning to read.

We examined the reliance on phonological decoding and morpho-orthographic decomposition strategies in developing and skilled readers of French. A lexical decision experiment was conducted where the critical stimuli were four types of nonwords, all derived from the same base word, such as the French word visage (face) in the following examples: (a) pseudo-homophone (PsH) nonwords (e.g., visaje), (b) orthographic controls for PsH nonwords (e.g., visape), (c) pseudo-morphemic (PsM) nonwords (e.g., visageable), and (d) orthographic controls for PsM nonwords (e.g., visagealle, where alle is not a suffix in French). Responses to PsH and PsM nonwords and their controls were studied in three groups of school children (Grades 1, 2, and 5) and one group of skilled adult readers. PsH interference effects (i.e., more errors to PsH nonwords than to the corresponding controls) decreased during reading acquisition to become nonsignificant in skilled readers. Interestingly, the opposite pattern was seen in PsM interference effects (also measured in terms of accuracy), which were already significant in Grade 1 and increased during reading development to reach their maximum in skilled readers. These results point toward opposing learning trajectories in the use of phonological and morphological information when learning to silently read for meaning.

On the distinction between position and order information when processing strings of characters.

To probe the processing of gaze-dependent positional information and gaze-independent order information when matching strings of characters, we compared effects of visual similarity (hypothesized to affect gaze-centered position coding) with the effects of character transpositions (hypothesized to affect the processing of gaze-independent order information). In Experiment 1, we obtained empirical measures of visual similarity for pairs of characters, separately for uppercase consonants and keyboard symbols. These similarity values were then used in Experiment 2 to create pairs of four-character stimuli (four letters or four symbols) that could differ by substituting one character with a different character from the same category that was visually similar (e.g., FJDK-FJBK) or dissimilar (e.g., FJVK-FJBK). We also compared the effects of transposing two characters (e.g., FBJK-FJBK) with substituting two characters (e.g., FHSK-FJBK). "Different" responses were harder to make in the single substitution condition when the substituted character was visually similar, and this effect was not conditioned by character type. On the other hand, transposition costs (i.e., greater difficulty in detecting a difference with transpositions compared with double substitutions) were greater for letters compared with symbols. We conclude that visual similarity mainly affects the generic gaze-dependent processing of complex visual features, and that the encoding of letter order involves a mechanism that is specific to reading.

Effects of vertically aligned flankers during sentence reading.

We examine whether information lying above and below a line of text being read can impact on reading fluency. We did so by placing length-matched flankers above and below each word in a sequence of words. We found that identical flankers facilitated sentence reading, compared with syntactically correct different text flankers, in both reading-for-meaning (Experiment 1) and grammatical decisions (Experiment 2). Experiment 3 replicated the same text facilitation in grammatical decisions and found no significant difference between different word and nonword distractors. Experiment 4 tested for an impact of case matching across targets and flankers and found a significantly greater same text facilitation when targets and flankers were in the same case. These results suggest that the same text facilitation effect might well be driven by crowding mechanisms that are more sensitive to vertically aligned information when reading horizontally aligned text. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

On relative word length and transposed-word effects.

It is harder to decide that a sequence of words is ungrammatical when the ungrammaticality is created by transposing two words in a correct sentence (e.g., he wants green these apples), and it is harder to judge that two ungrammatical word sequences are different when the difference is created by transposing two words (e.g., green want these he apples-green these want he apples). In two experiments, we manipulated the relative length of the transposed words such that these words were either the same length (e.g., then you see can it) or different lengths (e.g., then you create can it). The same-length and different-length conditions were matched for syntactic category and word frequency. In Experiment 1 (speeded grammatical decision) we found no evidence for a modulation of transposed-word effects as a function of the relative length of the transposed words. We surmised that this might be due to top-down constraints being the main driving force behind the effects found in the grammatical decision task. However, this was also the case in Experiment 2 (same-different matching with ungrammatical sequences of words) where syntactic constraints were minimized. Given that skilled readers can read sentences composed of words of the same length, our results confirm that word length information alone is not used to encode the order of words in a sequence of words, and especially concerning the order of adjacent words in foveal/parafoveal vision. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Phonological neighbors cooperate during spoken-sentence processing: Evidence from a nonword detection task.

We used a novel nonword detection task to examine the lexical competition principle postulated in most models of spoken word recognition. To do so, in Experiment 1 we presented sequences of spoken words with half of the sequences containing a nonword, and the target nonword (i.e., press a response key whenever you detect a nonword in the sequence) could either be phonologically related (a phonological neighbor) or unrelated to the immediately preceding word. We reasoned that the reactivation of a phonological neighbor during target nonword processing should delay the moment at which a nonword decision can be made. Contrary to our hypothesis, participants were faster at detecting nonwords when they were preceded by a phonological neighbor compared with an unrelated word. In Experiment 2, an inhibitory effect of phonological relatedness on nonword decisions was observed in a classic priming situation using the same set of related and unrelated word-nonword pairs. We discuss the implications of these findings in regard to the main models of spoken word recognition, and conclude that our specific experimental set-up with phonological neighbors embedded in spoken sentences is more sensitive to cooperative interactions between co-activated sublexical representations than lexical competition between co-activated lexical representations, with the latter being modulated by whether or not the words compete for the same slot in time.

The dynamics of multiword sequence extraction.

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.

Sentence superiority in the reading brain.

When a sequence of written words is briefly presented and participants are asked to identify just one word at a post-cued location, then word identification accuracy is higher when the word is presented in a grammatically correct sequence compared with an ungrammatical sequence. This sentence superiority effect has been reported in several behavioral studies and two EEG investigations. Taken together, the results of these studies support the hypothesis that the sentence superiority effect is primarily driven by rapid access to a sentence-level representation via partial word identification processes that operate in parallel over several words. Here we used MEG to examine the neural structures involved in this early stage of written sentence processing, and to further specify the timing of the different processes involved. Source activities over time showed grammatical vs. ungrammatical differences first in the left inferior frontal gyrus (IFG: 321-406 ms), then the left anterior temporal lobe (ATL: 466-531 ms), and finally in both left IFG (549-602 ms) and left posterior superior temporal gyrus (pSTG: 553-622 ms). We interpret the early IFG activity as reflecting the rapid bottom-up activation of sentence-level representations, including syntax, enabled by partly parallel word processing. Subsequent activity in ATL and pSTG is thought to reflect the constraints imposed by such sentence-level representations on on-going word-based semantic activation (ATL), and the subsequent development of a more detailed sentence-level representation (pSTG). These results provide further support for a cascaded interactive-activation account of sentence reading.

Rime Priming Effects in Spoken Word Recognition.

In this study, we re-examined the facilitation that occurs when auditorily presented monosyllabic primes and targets share their final phonemes, and in particular the rime (e.g., /vɔʀd/-/kɔʀd/). More specifically, we asked whether this rime facilitation effect is also observed when the two last consonants of the rime are transposed (e.g., /vɔʀd/-/kɔʀd/). In comparison to a control condition in which the primes and the targets were unrelated (e.g., /pylt/-/kɔʀd/), we found significant priming effects in both the rime (/vɔdʀ/-/kɔʀd/) and the transposed-phoneme "rime" /vɔdʀ/-/kɔʀd/ conditions. We also observed a significantly greater priming effect in the former condition than in the latter condition. We use the theoretical framework of the TISK model (Hannagan et al., 2013) to propose a novel account of final overlap phonological priming in terms of activation of both position-independent phoneme representations and bi-phone representations.