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Direct linkBrochard, Renaud; Tassin, Maxime; Zagar, Daniel – Cognition, 2013
The present research aimed to investigate whether, as previously observed with pictures, background auditory rhythm would also influence visual word recognition. In a lexical decision task, participants were presented with bisyllabic visual words, segmented into two successive groups of letters, while an irrelevant strongly metric auditory…
Descriptors: Word Recognition, Language Processing, Auditory Stimuli, Visual Stimuli
Singh, Leher; Foong, Joanne – Cognition, 2012
Infants' abilities to discriminate native and non-native phonemes have been extensively investigated in monolingual learners, demonstrating a transition from language-general to language-specific sensitivities over the first year after birth. However, these studies have mostly been limited to the study of vowels and consonants in monolingual…
Descriptors: Research Design, Phonemes, Phonology, Infants
Balling, Laura Winther; Baayen, R. Harald – Cognition, 2012
Two auditory lexical decision experiments document for morphologically complex words two points at which the probability of a target word given the evidence shifts dramatically. The first point is reached when morphologically unrelated competitors are no longer compatible with the evidence. Adapting terminology from Marslen-Wilson (1984), we refer…
Descriptors: Evidence, Information Theory, Listening Comprehension, Phonemes
Ziegler, Johannes C.; Castel, Caroline; Pech-Georgel, Catherine; George, Florence; Alario, F-Xavier; Perry, Conrad – Cognition, 2008
Developmental dyslexia was investigated within a well-understood and fully specified computational model of reading aloud: the dual route cascaded model (DRC [Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J.C. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108,…
Descriptors: Reading Difficulties, Dyslexia, Word Recognition, Dictionaries
Ventura, Paulo; Morais, Jose; Kolinsky, Regine – Cognition, 2007
The influence of orthography on children's on-line auditory word recognition was studied from the end of Grade 2 to the end of Grade 4, by examining the orthographic consistency effect [Ziegler, J. C., & Ferrand, L. (1998). Orthography shapes the perception of speech: The consistency effect in auditory recognition. "Psychonomic Bulletin & Review",…
Descriptors: Grade 2, Grade 4, Cognitive Processes, Word Recognition
Salverda, Anne Pier; Dahan, Delphine; McQueen, James M. – Cognition, 2003
Participants' eye movements were monitored as they heard sentences and saw four pictured objects on a computer screen. Participants were instructed to click on the object mentioned in the sentence. There were more transitory fixations to pictures representing monosyllabic words (e.g. "ham") when the first syllable of the target word (e.g.…
Descriptors: Sentences, Cues, Eye Movements, Word Recognition
