We report on a brain-injured subject, LAT, who made phonologically plausible errors in word spelling (e.g., "bouquet" spelled as BOUKET). Although many of his errors are phonologically plausible they contained low-frequency (yet lexically correct) spellings (/ei/ spelled as ET in BOUK ET). Because these errors are phonologically plausible they do not appear to have been generated by the lexical process, yet because they contain low probability, lexically correct elements they do not appear to be have been generated by the sublexical process. We present analyses that specifically support the conclusion that many of LAT's phonologically plausible responses to word stimuli consist of the integrated output of elements generated by both the lexical and sublexical processes. This evidence constitutes strong support for the notion that lexical and sublexical processes share information during the course of spelling a familiar word.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1080/0264329014300060 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Parafoveal N400 effects reveal that word skipping is associated with deeper lexical processing in the presence of context-driven expectations.
Atten Percept Psychophys
November 2024
Department of Psychology, University of South Florida, 4202 E. Fowler Ave. PCD 4118G, Tampa, FL, 33620, USA.
Readers are able to begin processing upcoming words before directly fixating them, and in some cases skip words altogether (i.e., never fixated).
View Article and Find Full Text PDFVerbal short term memory contribution to sentence comprehension decreases with increasing syntactic complexity in people with aphasia.
Neuroimage
August 2024
Max Planck Institute for Human Cognitive and Brain Sciences, Department of Neuropsychology & Department of Neurology, 04103 Leipzig, Germany; International Max Planck Research School on Neuroscience of Communication, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany(#).
Sentence comprehension requires the integration of linguistic units presented in a temporal sequence based on a non-linear underlying syntactic structure. While it is uncontroversial that storage is mandatory for this process, there are opposing views regarding the relevance of general short-term-/working-memory capacities (STM/WM) versus language specific resources. Here we report results from 43 participants with an acquired brain lesion in the extended left hemispheric language network and resulting language deficits, who performed a sentence-to-picture matching task and an experimental task assessing phonological short-term memory.
View Article and Find Full Text PDFWhite matter associations with spelling performance.
Brain Struct Funct
December 2024
The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel.
Multiple neurocognitive processes are involved in the highly complex task of producing written words. Yet, little is known about the neural pathways that support spelling in healthy adults. We assessed the associations between performance on a difficult spelling-to-dictation task and microstructural properties of language-related white matter pathways, in a sample of 73 native English-speaking neurotypical adults.
View Article and Find Full Text PDFWord or pseudoword? The lexicality effect in naming and lexical decision tasks during advanced aging.
PLoS One
March 2024
Center for Advanced Research in Education (CIAE), Universidad de Chile, Santiago, Chile.
Although there is evidence that recognizing pseudowords is more difficult than recognizing words during childhood, adulthood, and early old age (60-75 years), it is not yet clear what happens during advanced aging or the fourth age, a stage when the decline of fluid intelligence strongly affects processing speed, but a good performance of crystallized intelligence is described through an increase in vocabulary and knowledge. The objective of this study was to determine the lexicality effect in advanced aging, specifically exploring how the ability to recognize words and pseudowords (ortho-phonologically plausible for Spanish) is affected during the third and fourth-ages. The lexicality effect was measured using naming and lexical decision tasks.
View Article and Find Full Text PDFOrthographic Learning in French-Speaking Deaf and Hard of Hearing Children.
J Speech Lang Hear Res
March 2024
Laboratoire Cognition Langage et Développement, Center for Research in Cognition & Neurosciences, Université libre de Bruxelles, Brussels, Belgium.
Purpose: Children are assumed to acquire orthographic representations during autonomous reading by decoding new written words. The present study investigates how deaf and hard of hearing (DHH) children build new orthographic representations compared to typically hearing (TH) children.
Method: Twenty-nine DHH children, from 7.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!