Normative databases for pictorial stimuli are widely used in research on language processing in order to control for a number of psycholinguistic variables in the selected stimuli. Such resources are lacking for Arabic and its dialectal varieties. In the present study, we aimed to provide Tunisian Arabic (TA) normative data for 348 line drawings taken from Cycowicz, Friedman, Rothstein, and Snodgrass (1997), which include Snodgrass and Vanderwart's (1980) 260 pictures. Norms were collected for the following psycholinguistic variables: name agreement, familiarity, subjective frequency, and imageability. Word length data (in numbers of phonemes and syllables) are also listed in the database. We investigated the effects of these variables on word reading in TA. We found that word length and frequency were the best predictors of word-reading latencies in TA. Name agreement was also a significant predictor of word-reading latencies. A particularly interesting finding was that the semantic variables, imageability and familiarity, affected word-reading latencies in TA. Thus, it would seem that TA readers rely on semantics even when reading individual Arabic words that are transparent in terms of orthography-to-phonology mappings. This database represents a precious and much-needed psycholinguistic resource for researchers investigating language processing in Arabic-speaking populations.
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http://dx.doi.org/10.3758/s13428-015-0602-3 | DOI Listing |
Bioengineering (Basel)
May 2024
Laboratory for Human and Experimental Neurophysiology, Department of Neuroscience, School of Medicine, University of Split, 21000 Split, Croatia.
The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult PDs are compared with adult healthy controls HCs. Comparisons are made in three phases: pre-lexical (150-260 ms), lexical (280-700 ms), and post-lexical stage of processing (750-1000 ms) time window.
View Article and Find Full Text PDFSci Rep
October 2023
Basque Center On Cognition Brain and Language (BCBL), BCBL, Mikeletegi Pasealekua 69, 2, 20009, Donostia-San Sebastián, Spain.
Processing efficiency differs between high- and low-frequency words, with less frequent words resulting in longer response latencies in several linguistic behavioral tasks. Nevertheless, studies using functional MRI to investigate the word frequency effect have employed diverse methodologies and produced heterogeneous results. In this study, we examine the effect of word frequency through complementary analytical approaches and functional connectivity analyses.
View Article and Find Full Text PDFRead Writ
August 2022
Psychological Sciences Research Institute, Université de Louvain, Louvain, Belgium.
Individual differences in reading performance between children appear from the onset of literacy acquisition. One possible explanation for this variability is the influence of inhibition in reading ability, a topic that has received very little research attention. Nevertheless, children often make guessing errors characterized by replacing a word with an orthographic neighbor, possibly linked to failing inhibition.
View Article and Find Full Text PDFFront Psychol
April 2022
LD/Dyslexia Centre, Chiba, Japan.
Using the dual-route reading model as a framework, this study investigated the following research questions on Hangul reading: Which orthographic units (e.g., letters, syllable blocks, and words) influence the reading performance of Korean-speaking children? In addition, do the influential units change as the children grow up? To answer these questions, we tested the effects of age, frequency, lexicality, and two types of length-the numbers of letters (letter length) and syllable blocks (syllable block length)-and the interactions of these factors in the reading performance of Korean-speaking preschool and primary school children from first to third grade.
View Article and Find Full Text PDFBr J Educ Psychol
June 2022
Centre for Research in Psychology, Behaviour and Achievement, Coventry University, Coventry, CV1 5FB, UK.
Background: Sleep problems are common in children and are known to detrimentally affect language and cognitive abilities, as well as academic achievement.
Aims: We aimed to investigate effects of sleep on oral word and non-word reading in a large, cross-sectional sample of children.
Sample: Of 428 children who attended a public psychological science event, 339 children aged 4-14 years (mean 8;10 ± 2;2) took part.
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