Phonemic feature involvement in lexical access in grades 3 and 5: Evidence from visual and auditory lexical decision tasks.

Numerous studies have evidenced the involvement of the phonological code during visual word recognition not only in skilled adult readers but also in child readers. Moreover, in skilled adult readers, visual word processing has been shown to be sensitive to phonetic details such as phonemic features (e.g.

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5.

Previous masked priming research has shown automatic phonological activation during visual word recognition in monolingual skilled adult readers. Activation also occurs across languages in bilingual adult readers, suggesting that the activation of phonological representations is not language specific. Less is known about developing readers.

Co-occurrence frequency evaluated with large language corpora boosts semantic priming effects.

In recent decades, many computational techniques have been developed to analyse the contextual usage of words in large language corpora. The present study examined whether the co-occurrence frequency obtained from large language corpora might boost purely semantic priming effects. Two experiments were conducted: one with conscious semantic priming, the other with subliminal semantic priming.

Literacy Affects Spoken Language in a Non-Linguistic Task: An ERP Study.

It is now commonly accepted that orthographic information influences spoken word recognition in a variety of laboratory tasks (lexical decision, semantic categorization, gender decision). However, it remains a hotly debated issue whether or not orthography would influence normal word perception in passive listening. That is, the argument has been made that orthography might only be activated in laboratory tasks that require lexical or semantic access in some form or another.

Beyond rhyme or reason: ERPs reveal task-specific activation of orthography on spoken language.

Metaphonological tasks, such as rhyme judgment, have been the primary tool for the investigation of the effects of orthographic knowledge on spoken language. However, it has been recently argued that the orthography effect in rhyme judgment does not reflect the automatic activation of orthographic codes but rather stems from sophisticated response strategies. Such a claim stands in sharp contrast with recent findings using event-related brain potentials (ERPs) in lexical and semantic tasks, which were taken to suggest that orthographic information occurs early enough to affect the core process of lexical access.

When beef primes reef more than leaf: orthographic information affects phonological priming in spoken word recognition.

This study was designed to investigate orthographic effects on spoken word recognition by combining the priming paradigm with a measure of event-related brain potentials (ERPs). Primes and targets either shared both orthography and phonology of the rhyme (beef-reef) or they shared rhyme phonology only (leaf-reef). The two "related" conditions were compared against an "unrelated" condition (sick-reef).

Orthographic effects in spoken language: on-line activation or phonological restructuring?

Previous research has shown that literacy (i.e., learning to read and spell) affects spoken language processing.

On-line orthographic influences on spoken language in a semantic task.

Literacy changes the way the brain processes spoken language. Most psycholinguists believe that orthographic effects on spoken language are either strategic or restricted to meta-phonological tasks. We used event-related brain potentials (ERPs) to investigate the locus and the time course of orthographic effects on spoken word recognition in a semantic task.

On-line activation of orthography in spoken word recognition.

An increasing number of studies suggest that learning to read changes the way the brain processes spoken language. Yet, there is still a hot debate about the locus of these literacy effects. While most psycholinguists would argue that these effects are late and postlexical, interactive theories of word recognition suggest that orthography might affect the core processes of spoken word recognition (lexical access).

The role of orthography in speech production revisited.

The language production system of literate adults comprises an orthographic system (used during written language production) and a phonological system (used during spoken language production). Recent psycholinguistic research has investigated possible influences of the orthographic system on the phonological system. This research has produced contrastive results, with some studies showing effects of orthography in the course of normal speech production while others failing to show such effects.