Orthography, phonology, short-term memory and the effects of concurrent articulation on rhyme and homophony judgements

The role of phonological short-term memory (pSTM) in phonological judgement tasks of print has been widely explored using concurrent articulation (CA). A number of studies have examined the effects of CA on written word/nonword rhyme and homophone judgements but the findings have been mixed and few studies have examined both tasks within subjects. Also important is the influence of orthographic similarity on such tasks (i.e., items that share phonology often strongly overlap on orthography). Although there are reports of orthographic similarity effects (e.g., LOAD-TOAD vs. DIAL-MILE) on rhyme judgements, it is unknown whether (a) similar orthographic effects are present with homophone judgements, (b) the degree to which such orthographic effects interact with CA, and (c) the degree to which such orthographic effects interact with lexical status (words vs. nonwords). The present work re-examines these three issues in a within subject design. CA and orthographic similarity yielded subtle differences across tasks. CA impaired accuracy for both homophone and rhyme judgement, but only slowed RTs on the rhyme judgement task, and then only for words. Orthographic similarity yielded an increase in false positives for similar items and vice versa for dissimilar items, suggesting a general impact of an orthographically based ‘bias’ in choosing similar or dissimilar sounding items. This pattern was amplified under CA but only on the homophone judgement task. These results highlight important interactions between phonological and orthographic representations in phonological judgement tasks, and the findings are considered both with reference to earlier studies and several models of pSTM.     

The functions of phonology in the acquisition of reading: Lexical and sentence processing

It has been claimed (V. Coltheart, Laxon, Rickard, & Elton, 1988) that learners as well as skilled readers use phonology for multiple functions in reading-for-meaning tasks. This claim was examined using lexical decision and sentence evaluation tasks. It was found in the first experiment that the type of instruction learners had received determined whether there was prelexical use of phonology in responding to items out of sentence context. Type of instruction had no effect when the items were in context. In the second experiment, performances on a homophone sentence evaluation task and a homophone semantic decision task, which excluded sentence processing, were examined. The results suggest that phonology served the function of access to lexical meanings in addition to any function in postlexical sentence processing. The obtained relationships between relative frequencies of the presented and unpresented homophone mates and item accuracy on these tasks were inconsistent with exclusive use of “direct access” but consistent with access of lexical meanings via phonology and application of a “spelling-check” procedure when multiple homophonic meanings are activated.     

Age-related influences on lexical selection and orthographic encoding during homophone spelling

Two experiments investigated age differences in how semantic, syntactic, and orthographic factors influence the production of homophone spelling errors in sentence contexts. Younger and older adults typed auditorily presented sentences containing homophone targets (e.g., blew) that were categorized as having a regular spelling (EW) or an irregular spelling (UE). In Experiment 1, homophones were preceded by an unrelated word, a semantic prime that was congruent with the target's meaning in the sentence (e.g., wind), or a semantic prime incongruent with the target's meaning (e.g., sky) and instead related to the competitor homophone. Experiment 2 manipulated the target's part of speech, where target and competitor homophones shared or differed in part of speech. For both age groups, significant semantic priming occurred, where homophone errors decreased following congruent semantic primes and increased following incongruent primes. However, priming only occurred when homophones shared part of speech. Further, both age groups made more errors on homophones with an irregular than a regular spelling, and this regularity effect was smaller for older adults when homophones shared part of speech. Contrary to many spoken production tasks, older adults made fewer errors overall than younger adults. These findings demonstrate age preservation in lexical selection but age differences in orthographic encoding, resulting in older adults producing fewer errors because of reduced activation to competitor homophones. These findings also illustrate that syntactic factors, such as part of speech, can influence the spellings of individual words.     

Rowed to recovery: the use of phonological and orthographic information in reading Chinese and English

To examine how readers of Chinese and English take advantage of orthographic and phonological features in reading, the authors investigated the effects of spelling errors on reading text in Chinese and English using the error disruption paradigm of M. Daneman and E. Reingold (1993). Skilled readers in China and the United States read passages in their native language that contained occasional spelling errors. Results showed that under some circumstances very early phonological activation can be identified in English, but no evidence for early phonology was found in Chinese. In both languages, homophone errors showed a benefit in measures of later processing, suggesting that phonology helps readers recover from the disruptive effects of errors. These results suggest that skilled readers take advantage of the special features of particular orthographies but that these orthographic effects may be most pronounced in the early stages of lexical access.     

Why did I right that? Factors that influence the production of homophone substitution errors

Despite considerable research on language production errors involving speech, little research exists in the complementary domain of writing. Two experiments investigated the production of homophone substitution errors, which occur when a contextually appropriate word (e.g., beech) is replaced with its homophone (e.g., beach tree). Participants wrote down auditorily presented sentences containing dominant or subordinate homophones. Homophones were preceded by a lexical prime that overlapped in phonology and orthography (e.g., teacher) or only orthography (e.g., headmaster) with the target homophone. Results showed more substitution errors when the context elicited a subordinate homophone than when it elicited a dominant homophone. Furthermore, both types of primes equivalently increased production of homophone errors relative to control words (e.g., lawyer), suggesting that only orthographic overlap between the prime and target was necessary to influence errors. These results are explained within dual-route models of spelling, which postulate an interaction between lexical and sublexical routes when spelling.     

The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm

Two experiments explored learning, generalization, and the influence of semantics on orthographic processing in an artificial language. In Experiment 1, 16 adults learned to read 36 novel words written in novel characters. Posttraining, participants discriminated trained from untrained items and generalized to novel items, demonstrating extraction of individual character sounds. Frequency and consistency effects in learning and generalization showed that participants were sensitive to the statistics of their learning environment. In Experiment 2, 32 participants were preexposed to the sounds of all items (lexical phonology) and to novel definitions for half of these items (semantics). Preexposure to either lexical phonology or semantics boosted the early stages of orthographic learning relative to Experiment 1. By the end of training, facilitation was restricted to the semantic condition and to items containing low-frequency inconsistent vowels. Preexposure reduced generalization, suggesting that enhanced item-specific learning was achieved at the expense of character-sound abstraction. The authors' novel paradigm provides a new tool to explore orthographic learning. Although the present findings support the idea that semantic knowledge supports word reading processes, they also suggest that item-specific phonological knowledge is important in the early stages of learning to read.     

Why did I right that? Factors that influence the production of homophone substitution errors

Despite considerable research on language production errors involving speech, little research exists in the complementary domain of writing. Two experiments investigated the production of homophone substitution errors, which occur when a contextually appropriate word (e.g., beech) is replaced with its homophone (e.g., beach tree). Participants wrote down auditorily presented sentences containing dominant or subordinate homophones. Homophones were preceded by a lexical prime that overlapped in phonology and orthography (e.g., teacher) or only orthography (e.g., headmaster) with the target homophone. Results showed more substitution errors when the context elicited a subordinate homophone than when it elicited a dominant homophone. Furthermore, both types of primes equivalently increased production of homophone errors relative to control words (e.g., lawyer), suggesting that only orthographic overlap between the prime and target was necessary to influence errors. These results are explained within dual-route models of spelling, which postulate an interaction between lexical and sublexical routes when spelling.     

Phonological effects in visual word recognition: investigating the impact of feedback activation

P. M. Pexman, S. J. Lupker, and D. Jared (2001) reported longer response latencies in lexical decision tasks (LDTs) for homophones (e.g., maid) than for nonhomophones, and attributed this homophone effect to orthographic competition created by feedback activation from phonology. In the current study, two predictions of this feedback account were tested: (a) In LDT, observe homophone effects should be observed but not regularity or homograph effects because most exception words (e.g., pint) and homographs (e.g., wind) have different feedback characteristics than homophones do, and (b) in a phonological LDT ("does it sound like a word?"), regularity and homograph effects should be observed but not homophone effects. Both predictions were confirmed. These results support the claim that feedback activation from phonology plays a significant role in visual word recognition.     

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. Here, we show that the electrophysiological signature of the orthography effect in rhyme judgment is indeed different from the one obtained in online lexical or semantic tasks. That is, we did not find the orthography effect in the 300-350 ms time window which has previously been shown to process lexical information in the lexico-semantic tasks, but the effect appeared within the 175-250 ms and the 375-750 ms time-windows which we interpreted to reflect segmentation and decisional process, respectively. We conclude that the interactions between phonology and orthography are task-specific. Metaphonological tasks appear of limited use for studying the core processes and interactions that underlie lexical access.     

The role of assembled phonology in reading comprehension

The contribution of assembled phonology to phonological effects in reading comprehension was assessed. In Experiment 1, subjects judged the acceptability of sentences with regular, exception, and nonword homophone substitutions and orthographic controls. Significantly more errors occurred to sentences with regular-word homophones than to exception words, and error rates for nonword homophones were low and not significant. Experiment 2 showed that this was not due to differences in the sentence frames. In Experiment 3, the subjects judged as unacceptable those sentences containing an exception word that sounded correct when read according to spelling-to-sound rules. Significantly higher error rates occurred only for low-frequency exception words. Experiment 4 showed that task conditions affect semantic-categorization error rates for nonword homophones. These results indicate that both assembled and addressed phonology contribute to sentence and word comprehension, but the low error rate for nonwords suggests that an early lexical check may be applied.     

Exposure to print and word recognition processes

The effect of exposure to print on the efficiency of phonological and orthographic word recognition processes was examined by comparing two groups of university students having similar reading comprehension scores but different levels of exposure to print. Participants with a high level of exposure to print were faster and more accurate in naming pseudowords, in choosing the correct member of a homophone pair, and in making lexical decisions when nonwords were pseudohomophones. In the lexical decision task, low-print-exposure participants were more sensitive to the frequency of the orthographic patterns in the stimuli. The results of a form priming task demonstrated that high-print-exposure participants more quickly and strongly activated the orthographic representations of common words and subsequently more strongly activated the corresponding phonological representations. Even among successful students, differences in exposure to print produce large differences in the efficiency of both orthographic and phonological word recognition processes.     

The homophone effect in semantic access tasks using kanji words: Its relation to the articulatory suppression effect

The present study examined whether articulatory suppression influences homophone effects in semantic access tasks using Japanese kanji words. In Experiment 1, participants were required to decide whether visually presented word pairs were synonyms. This experiment replicated the homophone effect observed in previous research that showed more false positive errors in response to nonsynonym homophone pairs than to controls. The present study found that this homophone effect was also obtained under an articulatory suppression condition. In Experiment 2, participants performed a semantic decision task, in which they had to judge whether a visually presented target word was an exemplar of a definition that was shown immediately before presentation of the target word. The homophone effect observed in previous studies was replicated—that is, longer response times and more false positive errors were associated with homophones of correct exemplars than with nonhomophone control words. This homophone effect was also obtained under an articulatory suppression conditions. These results suggest that the phonological processing that produces the homophone effects in semantic access tasks using Japanese kanji words does not include articulatory mechanisms.     

The homophone effect in semantic access tasks using kanji words: its relation to the articulatory suppression effect

The present study examined whether articulatory suppression influences homophone effects in semantic access tasks using Japanese kanji words. In Experiment 1, participants were required to decide whether visually presented word pairs were synonyms. This experiment replicated the homophone effect observed in previous research that showed more false positive errors in response to nonsynonym homophone pairs than to controls. The present study found that this homophone effect was also obtained under an articulatory suppression condition. In Experiment 2, participants performed a semantic decision task, in which they had to judge whether a visually presented target word was an exemplar of a definition that was shown immediately before presentation of the target word. The homophone effect observed in previous studies was replicated--that is, longer response times and more false positive errors were associated with homophones of correct exemplars than with nonhomophone control words. This homophone effect was also obtained under an articulatory suppression conditions. These results suggest that the phonological processing that produces the homophone effects in semantic access tasks using Japanese kanji words does not include articulatory mechanisms.     

The impact of reader skill on phonological processing in visual word recognition

There has been much debate about the role of phonology in reading. This debate has been fuelled, in part, by mixed findings for phonological effects in lexical decision tasks. In the present research we investigated the impact of reader skill on three phonological effects (homophone, homograph, and regularity effects) in a lexical decision task and in a phonological lexical decision task. In both tasks, the more skilled readers showed different patterns of phonological effects from those of the less skilled readers; in particular, less skilled readers showed regularity effects in both tasks whereas more skilled readers did not. We concluded that more skilled readers activate phonology in these tasks but do so more efficiently, with less spurious phonological activation.     

Print exposure modulates the effects of repetition priming during sentence reading

Individual readers vary greatly in the quality of their lexical representations, and consequently in how quickly and efficiently they can access orthographic and lexical knowledge. This variability may be explained, at least in part, by individual differences in exposure to printed language, because practice at reading promotes the development of stronger reading skills. In the present eyetracking experiment, we tested the hypothesis that the efficiency of word recognition during reading improves with increases in print exposure, by determining whether the magnitude of the repetition-priming effect is modulated by individual differences in scores on the author recognition test (ART). Lexical repetition of target words was manipulated across pairs of unrelated sentences that were presented on consecutive trials. The magnitude of the repetition effect was modulated by print exposure in early measures of processing, such that the magnitude of the effect was inversely related to scores on the ART. The results showed that low levels of print exposure, and thus lower-quality lexical representations, are associated with high levels of difficulty recognizing words, and thus with the greatest room to benefit from repetition. Furthermore, the interaction between scores on the ART and repetition suggests that print exposure is not simply an index of general reading speed, but rather that higher levels of print exposure are associated with an enhanced ability to access lexical knowledge and recognize words during reading.     

Long-term repetition priming in spoken and written word production: evidence for a contribution of phonology to handwriting

Although it is relatively well established that access to orthographic codes in production tasks is possible via an autonomous link between meaning and spelling (e.g., Rapp, Benzing, & Caramazza, 1997), the relative contribution of phonology to orthographic access remains unclear. Two experiments demonstrated persistent repetition priming in spoken and written single-word responses, respectively. Two further experiments showed priming from spoken to written responses and vice versa, which is interpreted as reflecting a role of phonology in constraining orthographic access. A final experiment showed priming from spoken onto written responses even when participants engaged in articulatory suppression during writing. Overall, the results support the view that access to orthography codes is accomplished via both the autonomous link between meaning and spelling and an indirect route via phonology.     

Native-Language Phonological Interference in Early Hakka–Mandarin Bilinguals’ Visual Recognition of Chinese Two-Character Compounds: Evidence from the Semantic-Relatedness Decision Task

Previous research has indicated that, in viewing a visual word, the activated phonological representation in turn activates its homophone, causing semantic interference. Using this mechanism of phonological mediation, this study investigated native-language phonological interference in visual recognition of Chinese two-character compounds by early Hakka–Mandarin bilinguals. A visual semantic-relatedness decision task in Chinese was given to native Mandarin speakers and early Hakka–Mandarin bilinguals. Both participant groups made more false positive errors and responded more slowly to the pair of two-character compounds containing a homophone; but only Hakka–Mandarin bilinguals made more false positive errors and responded more slowly to the pair containing a near-homophone. We concluded that phonology is needed in both native and nonnative speakers’ meaning access of Chinese two-character compounds and that native-language phonological interference is universal in L2 visual word recognition, not language type dependent; phonological and orthographic information are “interactive-compensatory” in helping Hakka readers’ resolve the interference.     

Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography

In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects were absent. The second study explicitly manipulated the strength of the phonological difference and revealed that both orthographic and phonological priming effects became identifiable when phonological differences were strong enough. This suggests that, similar to opaque orthographies, strong phonological differences are a prerequisite to separate orthographic and phonological priming effects in transparent orthographies. Orthographic and phonological priming appeared to follow distinct time courses, with orthographic codes being quickly translated into phonological codes and phonology dominating the remainder of the lexical access phase.     

The homophone effect during visual word recognition in children: an fMRI study

Functional magnetic resonance imaging was used to investigate the role of phonology in visual word recognition (VWR). A group of children between the ages of 7 and 13 participated in a lexical decision task in which lexical frequency and homophony were manipulated. A significant homophone effect was observed for the high-frequency condition, indicating that phonology does indeed play a significant role in VWR. The brain activation patterns also support this idea in that regions that have been linked to phonological processing, the inferior frontal gyrus and the inferior parietal lobe, also revealed a homophone effect. Additionally, the posterior superior temporal cortex showed a homophone effect; however, this activation is argued to be related to lexical competition generated by the high-frequency homophone via the activation of multiple semantic representations.     

Priming vs. rhyming: orthographic and phonological representations in the left and right hemispheres

The right cerebral hemisphere has long been argued to lack phonological processing capacity. Recently, however, a sex difference in the cortical representation of phonology has been proposed, suggesting discrete left hemisphere lateralization in males and more distributed, bilateral representation of function in females. To evaluate this hypothesis and shed light on sex differences in the phonological processing capabilities of the left and right hemispheres, we conducted two experiments. Experiment 1 assessed phonological activation implicitly (masked homophone priming), testing 52 (M=25, F=27; mean age 19.23years, SD 1.64years) strongly right-handed participants. Experiment 2 subsequently assessed the explicit recruitment of phonology (rhyme judgement), testing 50 (M=25, F=25; mean age 19.67years, SD 2.05years) strongly right-handed participants. In both experiments the orthographic overlap between stimulus pairs was strictly controlled using DICE [Brew, C., & McKelvie, D. (1996). Word-pair extraction for lexicography. In K. Oflazer & H. Somers (Eds.), Proceedings of the second international conference on new methods in language processing (pp. 45-55). Ankara: VCH], such that pairs shared (a) high orthographic and phonological similarity (e.g., not-KNOT); (b) high orthographic and low phonological similarity (e.g., pint-HINT); (c) low orthographic and high phonological similarity (e.g., use-EWES); or (d) low orthographic and low phonological similarity (e.g., kind-DONE). As anticipated, high orthographic similarity facilitated both left and right hemisphere performance, whereas the left hemisphere showed greater facility when phonological similarity was high. This difference in hemispheric processing of phonological representations was especially pronounced in males, whereas female performance was far less sensitive to visual field of presentation across both implicit and explicit phonological tasks. As such, the findings offer behavioural evidence indicating that though both hemispheres are capable of orthographic analysis, phonological processing is discretely lateralised to the left hemisphere in males, but available in both the left and right hemisphere in females.