Phonological Inhibition Effects in Lexical Access PDF Download

Author: Daniel George Zuck
Publisher:
ISBN:
Category : Inhibition
Languages : en
Pages : 106

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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Lexical access in speech production involves multiple processing stages, beginning with the mental generation of a target concept and ending with a speaker's articulation of the target word. The current study aimed to explore the influence of competition and inhibition on the process of lexical access. In particular, the position of phonological overlap between a target word (e.g., lip) and its neighbors (e.g., lid vs. sip) was investigated for its influence on picture naming. It was hypothesized that greater inhibitory effects and slower response times in participants' naming would be observed for target words that have a predominance of neighbors which are onset related compared to those which are rhyme related. In addition, it was predicted that there would be a strong relationship between performance on the naming task and several inhibition tasks due to the common role of inhibition across tasks. Twenty-five native English participants completed a picture naming task, two language based inhibition tasks, and two non-language inhibition tasks. Participants' response times were recorded for incongruent/dense and congruent/sparse trials, and mean difference scores were examined to determine the inhibition effect sizes. The results showed that response times for dense onset trials were significantly slower than sparse onset trials, thereby supporting the first hypothesis. Inter-task correlation results, however, did not provide support for the second hypothesis that inhibition capacity would be common to different tasks. Factors such as varying task characteristics, modality of stimulus presentation, length of testing session, task counterbalancing, perceived task difficulty, and allocation of cognitive effort are discussed as having contributed to the lack of significant correlations.

Author: James M. McQueen
Publisher: Psychology Press
ISBN: 9781841699165
Category : Language Arts & Disciplines
Languages : en
Pages : 286

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This edited volume contains articles and short reports which examine Spoken Word Access Processes, the mental processes which underlie our ability to recognise spoken words.

Author: John W. Schwieter
Publisher: Cambridge University Press
ISBN: 1316368491
Category : Language Arts & Disciplines
Languages : en
Pages : 1514

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How does a human acquire, comprehend, produce and control multiple languages with just the power of one mind? What are the cognitive consequences of being a bilingual? These are just a few of the intriguing questions at the core of studying bilingualism from psycholinguistic and neurocognitive perspectives. Bringing together some of the world's leading experts in bilingualism, cognitive psychology and language acquisition, The Cambridge Handbook of Bilingual Processing explores these questions by presenting a clear overview of current theories and findings in bilingual processing. This comprehensive handbook is organized around overarching thematic areas including theories and methodologies, acquisition and development, comprehension and representation, production, control, and the cognitive consequences of bilingualism. The handbook serves as an informative overview for researchers interested in cognitive bilingualism and the logic of theoretical and experimental approaches to language science. It also functions as an instrumental source of readings for anyone interested in bilingual processing.

Author: Roberto R. Heredia
Publisher: Cambridge University Press
ISBN: 1107145619
Category : Language Arts & Disciplines
Languages : en
Pages : 345

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Sets out state-of-the-art methodological and theoretical advancements to shed light on how bilingual speakers comprehend ambiguous information.

Author: Renee Lorraine Kemp
Publisher:
ISBN: 9780355462005
Category :
Languages : en
Pages :

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Speech production and perception are inextricably linked systems. Speakers modify their speech in response to listener characteristics, such as age, hearing ability, and language background. Listener-oriented modifications in speech production, commonly referred to as clear speech, have also been found to affect speech perception by enhancing speech intelligibility for listeners. Similarly, word-specific properties can affect speech production and perception. Less well-understood, however, is the extent to which clear speech and lexical effects interact in speech production and their subsequent effects on speech perception. This topic is investigated in this dissertation with a focus on adult second language (L2) learners to address the extent to which acoustic modifications in speech production support L2 perception. This dissertation presents three experiments examining the interaction of a type of clear speech, foreigner-directed speech (FDS), with three word-specific factors (frequency, lexical age of acquisition, and phonological neighborhood density) on speech production and perception. Results from late Japanese-English bilinguals found that FDS facilitated word recognition, but not lexical access, for adult L2 learners. Independent lexical effects on word recognition and lexical access were also observed in L2 listeners. Interactions between speech condition and lexical effects were seen in word recognition as well, as L2 listeners demonstrated increased word recognition for words from dense phonological neighborhoods produced in FDS. Findings presented in this dissertation indicate that phonological and lexical development in adult L2 learners follows patterns like those observed in first language (L1) learning. One crucial difference between L1 and L2 acquisition is that the advantage of low-frequency/early-acquired words is likely limited to native speakers.

Author: James S. Adelman
Publisher: Psychology Press
ISBN: 1848720580
Category : Education
Languages : en
Pages : 250

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The other volume looks at the processes of recognizing a word visually and the performance of word-based tasks. Here the focus widens, and psychologists consider such recognition as a link to semantics and concepts, cognitive individual differences, reading prose, and learning to read. Their topics include meaning-based influences on visual word recognition, eye movements and word recognition during reading, bilingual visual word recognition in sentence context, the effect of lexical quality on individual differences in skilled visual word recognition and reading, and how visual word recognition is affected by developmental dyslexia. Psychology Press is an imprint of the Taylor & Francis Group. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com).

Author: Gert Westermann
Publisher: Routledge
ISBN: 1317550587
Category : Psychology
Languages : en
Pages : 300

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Early Word Learning explores the processes leading to a young child learning words and their meanings. Word learning is here understood as the outcome of overlapping and interacting processes, starting with an infant’s learning of native speech sounds to segmenting proto-words from fluent speech, mapping individual words to meanings in the face of natural variability and uncertainty, and developing a structured mental lexicon. Experts in the field review the development of early lexical acquisition from empirical, computational and theoretical perspectives to examine the development of skilled word learning as the outcome of a process that begins even before birth and spans the first two years of life. Drawing on cutting-edge research in infant eye-tracking, neuroimaging techniques and computational modelling, this book surveys the field covering both established results and the most recent advances in word learning research. Featuring chapters from international experts whose research approaches the topic from these diverse perspectives using different methodologies, this book provides a comprehensive yet coherent and unified representation of early word learning. It will be invaluable for both undergraduate and postgraduate courses in early language development as well as being of interest to researchers interested in lexical development.

Author: Marcus Taft
Publisher: Psychology Press
ISBN: 1135064520
Category : Psychology
Languages : en
Pages : 172

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Book Description
Over the last twenty years a major area of cognitive psychology has developed centred upon research into the issues of how visually presented words are processed so that they can be read and understood. The focus has been on how words are stored in the mental lexicon and retrieved during the reading process. If we possessed no mental lexicon, we would be unable to read. This book dedicates itself to a critical evaluation of the ideas that have emerged from this body of research. The text outlines the major models of lexical processing that have been put forward in the literature, and how they explain the basic empirical findings that have been reported. It then goes on to consider the possible influence that sentential context has on lexical processing, the impact of the pronunciation of a word on its visual processing, and the role played by internal word structure (i.e., syllables and morphemes) in the recognition of a word. A connectionist style model emerges during the course of the evaluation of these issues. This book is suitable for advanced students and researchers, and is intended to serve as a springboard for discussion and an inspiration for empirical research.

Author: Jon Andoni Dunabeitia
Publisher: Frontiers E-books
ISBN: 2889192601
Category : Psychology
Languages : en
Pages : 113

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Book Description
Correct word identification and processing is a prerequisite for accurate reading, and decades of psycholinguistic and neuroscientific research have shown that the magical moments of visual word recognition are short-lived and markedly fast. The time window in which a given letter string passes from being a mere sequence of printed curves and strokes to acquiring the word status takes around one third of a second. In a few hundred milliseconds, a skilled reader recognizes an isolated word and carries out a number of underlying processes, such as the encoding of letter position and letter identity, and lexico-semantic information retrieval. However, the precise manner (and order) in which these processes occur (or co-occur) is a matter of contention subject to empirical research. There’s no agreement regarding the precise timing of some of the essential processes that guide visual word processing, such as precise letter identification, letter position assignment or sub-word unit processing (bigrams, trigrams, syllables, morphemes), among others. Which is the sequence of processes that lead to lexical access? How do these and other processes interact with each other during the early moments of word processing? Do these processes occur in a serial fashion or do they take place in parallel? Are these processes subject to mutual interaction principles? Is feedback allowed for within the earliest stages of word identification? And ultimately, when does the reader’s brain effectively identify a given word? A vast number of questions remain open, and this Research Topic will cover some of them, giving the readership the opportunity to understand how the scientific community faces the problem of modeling the early stages of word identification according to the latest neuroscientific findings. The present Research Topic aimed to combine recent experimental evidence on early word processing from different techniques together with comprehensive reviews of the current work directions, in order to create a landmark forum in which experts in the field defined the state of the art and future directions. We were willing to receive submissions of empirical as well as theoretical and review articles based on different computational and neuroscience-oriented methodologies. We especially encouraged researchers primarily using electrophysiological or magnetoencephalographic techniques as well as eye-tracking to participate, given that these techniques provide us with the opportunity to uncover the mysteries of lexical access allowing for a fine-grained time-course analysis. The main focus of interest concerned the processes that are held within the initial 250-300 milliseconds after word presentation, covering areas that link basic visuo-attentional systems with linguistic mechanisms.