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 role of interference in sequence learning in Guinea baboons (Papio papio).

It is well established that decay and interference are the two main causes of forgetting. In the present study, we specifically focus on the impact of interference on memory forgetting. To do so, we tested Guinea baboons (Papio papio) on a visuo-motor adaptation of the Serial Reaction Time task in which a target sequence is repeated, and a random sequence is interposed between repetitions, a similar situation as the one used in the Hebb repetition paradigm. In this task, one three-item sequence, the repeated sequence, was presented every second trial and interleaved with random sequences. Interference was implemented by using random sequences containing one item that was also part of the repeated sequence. In a first condition, the overlapping item was located at the same position as the repeated sequence. In a second condition, the overlapping item was located at one of the two other positions. In a third condition, there was no overlap between repeated and random sequences. Contrary to previous findings, our results reveal similar learning slopes across all three conditions, suggesting that interference did not affect sequence learning in the conditions tested. Findings are discussed in the light of previous research on sequence learning and current models of memory and statistical learning.

Simple questions on simple associations: regularity extraction in non-human primates.

When human and non-human animals learn sequences, they manage to implicitly extract statistical regularities through associative learning mechanisms. In two experiments conducted with a non-human primate species (Guinea baboons, Papio papio), we addressed simple questions on the learning of simple AB associations appearing in longer noisy sequences. Using a serial reaction time task, we manipulated the position of AB within the sequence, such that it could be either fixed (by appearing always at the beginning, middle, or end of a four-element sequence; Experiment 1) or variable (Experiment 2). We also tested the effect of sequence length in Experiment 2 by comparing the performance on AB when it was presented at a variable position within a sequence of four or five elements. The slope of RTs from A to B was taken for each condition as a measurement of learning rate. While all conditions differed significantly from a no-regularity baseline, we found strong evidence that the learning rate did not differ between the conditions. These results indicate that regularity extraction is not impacted by the position of the regularity within a sequence and by the length of the sequence. These data provide novel general empirical constraints for modeling associative mechanisms in sequence learning.

Multi-LEX: A database of multi-word frequencies for French and English.

Written word frequency is a key variable used in many psycholinguistic studies and is central in explaining visual word recognition. Indeed, methodological advances on single-word frequency estimates have helped to uncover novel language-related cognitive processes, fostering new ideas and studies. In an attempt to support and promote research on a related emerging topic, visual multi-word recognition, we extracted from the exhaustive Google Ngram datasets a selection of millions of multi-word sequences and computed their associated frequency estimate. Such sequences are presented with part-of-speech information for each individual word. An online behavioral investigation making use of the French 4-gram lexicon in a grammatical decision task was carried out. The results show an item-level frequency effect of word sequences. Moreover, the proposed datasets were found useful during the stimulus selection phase, allowing more precise control of the multi-word characteristics.

A developmental perspective on morphological processing in the flankers task.

Recent research with adult participants using the flankers task has shown that the recognition of central target words is facilitated by the presence of morphologically related flanker words. Here we explored the development of such morphological flanker effects in two groups of primary school children (average ages = 8 years 6 months and 10 years 3 months) and a group of adult participants. We examined effects of a transparent morphological relation in two conditions: one where the target was the stem and flankers were derivations (e.g., farmer farm farmer) and the other where the flankers were stems and the target was the derived form (e.g., farm farmer farm). Morphological flanker effects were compared with repetition flanker effects with the same set of stimuli (e.g., farm farm farm; farmer farmer farmer), and effects of related flankers were contrasted with the appropriate unrelated flankers. Results revealed no significant effect of morphological relatedness in the two groups of children and a significant effect in the adult group, but only for suffixed targets and stem flankers. Repetition effects for stem targets were found across all groups, whereas repetition effects for suffixed targets were found only in the older children and adults. These results show that morphological processing, in a context involving multiple words presented simultaneously, takes several years to develop and that morphological complexity (stem vs. derived) is a limiting factor for repetition effects in the flankers task with young children.

Sequential versus simultaneous presentation of memoranda in verbal working memory: (How) does it matter?

To-be-memorized information in verbal working memory (WM) can be presented sequentially, like in oral language, and simultaneously, like in written language. Few studies have addressed the importance and implications for verbal WM processing of these two presentation modes. While sequential presentation may favor discrete, temporal encoding processes, simultaneous presentation may favor spatial encoding processes. We compared immediate serial recall tasks for sequential versus simultaneous word list presentation with a specific focus on serial position curves of recall performance, transposition gradients, and the nature of serial order errors. First, we observed higher recall performance in the simultaneous compared to the sequential conditions, with a particularly large effect at end-of-list items. Moreover, results showed more transposition errors between non-adjacent items for the sequential condition, as well as more omission errors especially for start-of-list items. This observation can be explained in terms of differences in refreshing opportunities for start-of-list items during encoding between conditions. This study shows that the presentation mode of sequential material can have a significant impact on verbal WM performance, with an advantage for simultaneous encoding of sequence information.

Orthographic neighborhood density modulates the size of transposed-letter priming effects.

We used transposed-letter (TL) priming to test the lexical tuning hypothesis, which states that words from high-density orthographic neighborhoods have more precise orthographic codes than words from low-density neighborhoods. Replicating standard TL priming effects, target words elicited faster lexical decision responses and smaller amplitude N250s and N400s when preceded by TL primes (e.g., leomn-LEMON) compared with substitution primes (e.g., leuzn-LEMON) overall. We expected that if high-density words have more precise orthographic representations (i.e., with each letter assigned to a specific position), then they should be relatively less activated by TL primes and should give rise to smaller TL priming effects. In line with our prediction, N250 (but not N400 or behavioral) TL priming was significantly smaller for high-density words compared with low-density words over posterior sites. Such an interaction was not observed for pseudoword targets. Consistent with the lexical tuning hypothesis then, this pattern suggests that the nature of the orthographic code used to access lexical representations differs depending on the number of neighboring words in the lexicon. We conclude by discussing how lexical tuning could be implemented in current models of orthographic processing.

The sentence superiority effect in young readers.

The sentence superiority effect observed with skilled adult readers has been taken to reflect parallel processing of word identities and the rapid construction of a preliminary syntactic structure. Here we examined if such processing is already present in primary school children in Grade 3 (average age 8.9 years). Children saw sequences of four horizontally aligned words presented simultaneously for 500 ms and followed by a post-mask and post-cue indicating the position for report of one of the four words. Word identification was more accurate in grammatically correct sequences compared with ungrammatical scrambled sequences of the same words, and this sentence superiority effect did not interact with position. This replicates the pattern found in prior research with adults and suggests that parallel word processing and the associated efficiency in syntactic processing arealready in place in Grade 3. We also found that accuracy in identifying words, independently of the surrounding context, correlated with reading age. This points to efficient word-in-sequence identification as one key ingredient of the process of becoming a skilled reader.

The dynamics of morphological processing in developing readers: A cross-linguistic masked priming study.

Empirical evidence from masked priming research shows that skilled readers can rapidly identify morphological structure in written language. However, comparatively little is known about how and when this skill is acquired in children. The current work investigated the developmental trajectory of morphological processing in a 2-year longitudinal study involving two large cohorts of German and French primary school children. The masked priming paradigm was used within an experimental design that allowed us to dissociate effects of (a) nonmorphological embedded word activation, (b) morpho-orthographic decomposition, and (c) morpho-semantics. Four priming conditions were used: affixed word (farmer-FARM), affixed nonword (farmity-FARM), nonaffixed nonword (farmald-FARM), and unrelated control (workald-FARM). The results revealed robust embedded word priming effects across both languages. However, morpho-orthographic and morpho-semantic effects were evident only in the French sample. These findings are discussed in the context of a theoretical framework that specifies the distinct roles played by embedded words and affixes, their distinct developmental trajectories, and how the intrinsic linguistic properties of a given language may affect morphological processing.

Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross-linguistic study.

The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in terms of both orthographic consistency and morphological complexity. English is the least consistent, in terms of its spelling-to-sound relationships, as well as the most morphologically sparse, compared to the other three. Two opposing hypotheses were formulated. If orthographic consistency modulated the use of morphology in reading, readers of English should show more robust morphological processing than readers of the other three languages, because morphological units increase the reliability of spelling-to-sound mappings in the English language. In contrast, if the use of morphology in reading depended on the morphological complexity of a language, readers of French, German, and Italian should process morphological units in printed letter strings more efficiently than readers of English. Both developing and skilled readers of English showed greater morphological processing than readers of the other three languages. These results support the idea that the orthographic consistency of a language, rather than its morphological complexity, influences the extent to which morphology is used during reading. We explain our findings within the remit of extant theories of reading acquisition and outline their theoretical and educational implications.

Embedded stems as a bootstrapping mechanism for morphological parsing during reading development.

The aim of the current research was to test the hypothesis that the activation of embedded words (e.g., the farm in farmhouse) is the starting point for the development of an abstract morphological parsing system in children's reading. To test this hypothesis, we examined the developmental trajectory of compound priming effects in third- and fifth-grade primary school children, high school students, and adults. Both children and adults participated in a masked priming lexical decision study comparing transparent compound (farmhouse-farm), opaque compound (butterfly-butter), and noncompound (sandwich-sand) word priming effects measured relative to an unrelated control. The results showed significant and equal priming effects in the two compound conditions but not in the noncompound priming condition. This robust pattern was clearly and unequivocally observed across all groups of participants. Our data suggest that even the youngest readers have already acquired the ability to rapidly and automatically identify embedded stems and are sensitive to the overall structure of compound words (full decomposition). We conclude that the activation of embedded stems provides a critical starting point in children's use of morphological information when learning to read.

You That Read Wrong Again! A Transposed-Word Effect in Grammaticality Judgments.

We report a novel transposed-word effect in speeded grammaticality judgments made about five-word sequences. The critical ungrammatical test sequences were formed by transposing two adjacent words from either a grammatical base sequence (e.g., "The white cat was big" became "The white was cat big") or an ungrammatical base sequence (e.g., "The white cat was slowly" became "The white was cat slowly"). These were intermixed with an equal number of correct sentences for the purpose of the grammaticality judgment task. In a laboratory experiment (N = 57) and an online experiment (N = 94), we found that ungrammatical decisions were harder to make when the ungrammatical sequence originated from a grammatically correct base sequence. This provides the first demonstration that the encoding of word order retains a certain amount of uncertainty. We further argue that the novel transposed-word effect reflects parallel processing of words during written sentence comprehension combined with top-down constraints from sentence-level structures.

Parafoveal letter-position coding in reading.

The masked-priming lexical decision task has been the paradigm of choice for investigating how readers code for letter identity and position. Insight into the temporal integration of information between prime and target words has pointed out, among other things, that readers do not code for the absolute position of letters. This conception has spurred various accounts of the word recognition process, but the results at present do not favor one account in particular. Thus, employing a new strategy, the present study moves out of the arena of temporal- and into the arena of spatial information integration. We present two lexical decision experiments that tested how the processing of six-letter target words is influenced by simultaneously presented flanking stimuli (each stimulus was presented for 150 ms). We manipulated the orthographic relatedness between the targets and flankers, in terms of both letter identity (same/different letters based on the target's outer/inner letters) and letter position (intact/reversed order of letters and of flankers, contiguous/noncontiguous flankers). Target processing was strongly facilitated by same-letter flankers, and this facilitatory effect was modulated by both letter/flanker order and contiguity. However, when the flankers consisted of the target's inner-positioned letters alone, letter order no longer mattered. These findings suggest that readers may code for the relative position of letters using words' edges as spatial points of reference. We conclude that the flanker paradigm provides a fruitful means to investigate letter-position coding in the fovea and parafovea.

MEGALEX: A megastudy of visual and auditory word recognition.

Using the megastudy approach, we report a new database (MEGALEX) of visual and auditory lexical decision times and accuracy rates for tens of thousands of words. We collected visual lexical decision data for 28,466 French words and the same number of pseudowords, and auditory lexical decision data for 17,876 French words and the same number of pseudowords (synthesized tokens were used for the auditory modality). This constitutes the first large-scale database for auditory lexical decision, and the first database to enable a direct comparison of word recognition in different modalities. Different regression analyses were conducted to illustrate potential ways to exploit this megastudy database. First, we compared the proportions of variance accounted for by five word frequency measures. Second, we conducted item-level regression analyses to examine the relative importance of the lexical variables influencing performance in the different modalities (visual and auditory). Finally, we compared the similarities and differences between the two modalities. All data are freely available on our website ( https://sedufau.shinyapps.io/megalex/ ) and are searchable at www.lexique.org , inside the Open Lexique search engine.

Pupillary Responses to Words That Convey a Sense of Brightness or Darkness.

Theories about embodiment of language hold that when you process a word's meaning, you automatically simulate associated sensory input (e.g., perception of brightness when you process lamp) and prepare associated actions (e.g., finger movements when you process typing). To test this latter prediction, we measured pupillary responses to single words that conveyed a sense of brightness (e.g., day) or darkness (e.g., night) or were neutral (e.g., house). We found that pupils were largest for words conveying darkness, of intermediate size for neutral words, and smallest for words conveying brightness. This pattern was found for both visually presented and spoken words, which suggests that it was due to the words' meanings, rather than to visual or auditory properties of the stimuli. Our findings suggest that word meaning is sufficient to trigger a pupillary response, even when this response is not imposed by the experimental task, and even when this response is beyond voluntary control.

Interactions in the neighborhood: Effects of orthographic and phonological neighbors on N400 amplitude.

The present study investigated effects of phonological and orthographic neighborhood density on event-related potentials, with an aim to better specify the factors that determine N400 amplitude in single word reading paradigms. We orthogonally manipulated the number of orthographic and phonological neighbors of words using the Levenshtein Distance metric (OLD20 and PLD20, respectively). The results showed opposite effects of phonological neighborhood density (PND) as a function of orthographic neighborhood density (OND). Larger N400 amplitudes were elicited by words with high PND compared with low PND when OND was high, and smaller N400 amplitudes were observed with high PND compared with low PND words when OND was low. We interpret these findings using the notion of cross-code consistency, according to which the compatibility of orthographic and phonological representations activated by a given word influences the process of recognizing that word. Words with similar numbers of orthographic and phonological neighbors have more consistent spellings and pronunciations across the neighborhood, and generate larger N400 amplitudes.

Orthographic processing deficits in developmental dyslexia: Beyond the ventral visual stream.

Fast effortless reading has been associated with the Visual Word Form Area (VWFA), a region in the ventral visual stream that specializes in the recognition of letter strings. Several neuroimaging studies of dyslexia revealed an underactivation of this region. However, most of these studies used reading tasks and/or were carried out on adults. Given that fluent reading is severely impaired in dyslexics, any underactivation might simply reflect a well-established reading deficit in impaired readers and could be the consequence rather than the cause of dyslexia. Here, we designed a task that does not rely on reading per se but that tapped early visual orthographic processing that forms the basis of reading. Dyslexic children aged 8-12years and age-matched controls were asked to search for letters, digits, and symbols in 5-element strings (Experiment 1). This novel task was complemented by a classic task known to activate the VWFA, namely the passive viewing of pseudowords and falsefonts (Experiment 2). We found that in addition to significant group differences in the VWFA, dyslexic children showed a significant underactivation of the middle occipital gyrus (MOG) relative to the control group. Several areas in the MOG are known for their engagement in visuospatial processing, and it has been proposed that the MOG is necessary for ordering the symbols in unfamiliar strings. Our results suggest that the VWFA deficit might be secondary to an impairment of visuospatial processing in the MOG. We argue that efficient processing in MOG in the course of reading acquisition is critical for the development of effortless fast visual word recognition in the VWFA.

Brain correlates of phonological recoding of visual symbols.

Learning to read involves setting up associations between meaningless visual inputs (V) and their phonological representations (P). Here, we recorded the brain signals (ERPs and fMRI) associated with phonological recoding (i.e., V-P conversion processes) in an artificial learning situation in which participants had to learn the associations between 24 unknown visual symbols (Japanese Katakana characters) and 24 arbitrary monosyllabic names. During the learning phase on Day 1, the strength of V-P associations was manipulated by varying the proportion of correct and erroneous associations displayed during a two-alternative forced choice task. Recording event related potentials (ERPs) during the learning phase allowed us to track changes in the processing of these visual symbols as a function of the strength of V-P associations. We found that, at the end of the learning phase, ERPs were linearly affected by the strength of V-P associations in a time-window starting around 200ms post-stimulus onset on right occipital sites and ending around 345ms on left occipital sites. On Day 2, participants had to perform a matching task during an fMRI session and the strength of these V-P associations was again used as a probe for identifying brain regions related to phonological recoding. Crucially, we found that the left fusiform gyrus was gradually affected by the strength of V-P associations suggesting that this region is involved in the brain network supporting phonological recoding processes.

The time course of visual influences in letter recognition.

This study builds on a specific characteristic of letters of the Roman alphabet-namely, that each letter name is associated with two visual formats, corresponding to their uppercase and lowercase versions. Participants had to read aloud the names of single letters, and event-related potentials (ERPs) for six pairs of visually dissimilar upper- and lowercase letters were recorded. Assuming that the end product of processing is the same for upper- and lowercase letters sharing the same vocal response, ERPs were compared backward, starting from the onset of articulatory responses, and the first significant divergence was observed 120 ms before response onset. Given that naming responses were produced at around 414 ms, on average, these results suggest that letter processing is influenced by visual information until 294 ms after stimulus onset. This therefore provides new empirical evidence regarding the time course and interactive nature of visual letter perception processes.

Early Activity in Broca's Area During Reading Reflects Fast Access to Articulatory Codes From Print.

Prior evidence for early activity in Broca's area during reading may reflect fast access to articulatory codes in left inferior frontal gyrus pars opercularis (LIFGpo). We put this hypothesis to test using a benchmark for articulatory involvement in reading known as the masked onset priming effect (MOPE). In masked onset priming, briefly presented pronounceable strings of letters that share an initial phoneme with subsequently presented target words (e.g., gilp-GAME) facilitate word naming responses compared with unrelated primes (dilp-GAME). Crucially, these priming effects only occur when the task requires articulation (naming), and not when it requires lexical decisions. A standard explanation of masked onset priming is that it reflects fast computation of articulatory output codes from letter representations. We therefore predicted 1) that activity in left IFG pars opercularis would be modulated by masked onset priming, 2) that priming-related modulation in LIFGpo would immediately follow activity in occipital cortex, and 3) that this modulation would be greater for naming than for lexical decision. These predictions were confirmed in a magnetoencephalography (MEG) priming study. MOPEs emerged in left IFG at ∼100 ms posttarget onset, and the priming effects were more sustained when the task involved articulation.