Taking stock as theories of word learning take shape

In this paper we consider the perceptual and conceptual contributions that shape early word learning, using research on the shape bias as a case in point. In our view, conceptual, linguistic, social-pragmatic, and perceptual sources of information influence one another powerfully and continuously in the service of word learning throughout infancy and early childhood. We articulate several key points of convergence and divergence between our theoretical perspective and that of the attentional learning account. Finally, we consider the broader implications of this debate for clarifying the forces that constrain development.     

The relationship between knowing a word and reading it aloud in children’s word reading development

This experiment examined the item-level relationship between 7-year-olds’ ability to read words aloud and their knowledge of the same words in the oral domain. Two types of knowledge were contrasted: familiarity with the phonological form of the word (lexical phonology), measured by auditory lexical decision, and semantic knowledge, measured by a definitions task. Overall, there was a robust relationship between word knowledge and reading aloud success. The association was stronger when words contained irregular spelling-sound correspondences. There was no evidence that a deeper or more semantic knowledge of words was more closely related to reading aloud success beyond the association between reading success and familiarity with the phonological form of the same words. This finding is not compatible with models that see semantics as contributing directly to the reading aloud process, at least during the relatively early stages of reading development. More critical was whether or not a word was considered a lexical item, as indexed by auditory lexical decision performance.     

Knowing a word affects the fundamental perception of the sounds within it

Understanding spoken language is an exceptional computational achievement of the human cognitive apparatus. Theories of how humans recognize spoken words fall into two categories: Some theories assume a fully bottom-up flow of information, in which successively more abstract representations are computed. Other theories, in contrast, assert that activation of a more abstract representation (e.g., a word) can affect the activation of smaller units (e.g., phonemes or syllables). The two experimental conditions reported here demonstrate the top-down influence of word representations on the activation of smaller perceptual units. The results show that perceptual processes are not strictly bottom-up: Computations at logically lower levels of processing are affected by computations at logically more abstract levels. These results constrain and inform theories of the architecture of human perceptual processing of speech.     

Acquiring new word meaning: What does it tell us about development

R. J. Sternberg (1984, Developmental Review, 4, 113–138) offers a thoughtful and provocative essay on how individuals acquire meanings for novel or unfamiliar nouns. The Sternberg essay, however, is incomplete on a number of grounds. By stressing general processes and specific knowledge as critical components in the acquisition of verbal concepts, for example, it overlooks two logically complementary categories—specific processes and general knowledge—and the role these play in the acquisitions in question. A second concern is that the paper blurs distinctions among development, short-term learning, and the origin/acquisition of individual differences. Finally, Sternberg is encouraged to frame the specific phenomenon described here within the context of a larger theory of intellectual development and to indicate what else this specific model can be used to explain.     

Evidence for word length coding during visual word recognition

In a masked priming procedure manipulating orthographic neighbourhood size, the priming word activates a number of word candidates of which the target could be one. Whether the target is one of the candidates or not determines how quickly it is recognised. However, the efficiency of lexical processing may be markedly less if all possible candidates are activated. One solution to this problem is if the visual system uses prime length information to reduce the number of candidates to a more manageable amount. Here, we investigated in two masked priming experiments whether prime length and orthographic information combine to facilitate target word recognition. In Experiment 1, we showed that the efficiency of visual word recognition is not influenced by the length of primes alone. However, when combined with orthographically related primes, word length coding is preserved. In Experiment 2, we investigated whether length priming affects recognition of short and long words differently. Results showed that only short words benefit from a same-length orthographically related prime, and that the priming effect does not generalise to longer words. These results suggest that the length of a word is not an essential feature in lexical processing, but that it can facilitate recognition by constraining the activation of orthographically related words.     

How to push someone's buttons: A comparison of four anger-induction methods

This study compared the effects of four ways of inducing anger: film, stress interview, punishment, and harassment. Sixty-four healthy participants were randomly assigned to one of these conditions. Effects were examined by means of self-report and physiological measures (blood pressure, heart rate, skin conductance level, and skin conductance response). All four methods produced comparable levels of self-reported anger, while harassment and interview produced the largest cardiovascular effects, and electrodermal activity increased more in reaction to harassment, interview, and punishment conditions compared to film. Thus, physiological reactivity was especially increased by anger-induction methods that included personal contact (harassment and interview). Regarding specificity of self-reported emotions, fear and frustration were the only emotions out of nine non-target emotions that increased in comparable degree to anger following film, interview, and punishment, while harassment produced more self-reported anger than fear. Possible explanations and further recommendations are discussed.     

Taking a shine to it: How the preference for glossy stems from an innate need for water

Human beings are attracted to glossy objects. However, the investigation of whether this preference for glossy is a systematic bias, and the rationale for why, has received little or no attention. Drawing on an evolutionary psychology framework, we propose and test the hypothesis that the preference for glossy stems from an innate preference for fresh water as a valuable resource. In a set of six studies we demonstrate the preference for glossy among both adults and young children (studies 1A, 1B and 2) ruling out a socialization explanation, investigate the hypothesis that the preference for glossy stems from an innate need for water as a resource (studies 3 and 5) and, in addition, rule out the more superficial account of glossy = pretty (study 4). The interplay between the different perspectives, implications of the findings and future research directions are discussed.     

Proofreading for word errors

Proofreading (i.e., reading text for the purpose of detecting and correcting typographical errors) is viewed as a component of the activity of revising text and thus is a necessary (albeit not sufficient) procedural step for enhancing the quality of a written product. The purpose of the present research was to test competing accounts of word-error detection which predict factors that may influence reading and proofreading differently. Word errors, which change a word into another word (e.g., from --> form), were selected for examination because they are unlikely to be detected by automatic spell-checking functions. Consequently, their detection still rests mostly in the hands of the human proofreader. Findings highlighted the weaknesses of existing accounts of proofreading and identified factors, such as length and frequency of the error in the English language relative to frequency of the correct word, which might play a key role in detection of word errors.     

Swedish norms for completion of word stems and unique word fragments

Swedish norms for completion of word stems and single-solution word fragments, with few or many letters specified, were obtained from Swedish students. Comparisons were made for completion rates between stems and fragments that were possible to complete with the same word. As expected, completion rates for fragments were generally superior to those of word stems since the word stems allowed alternative completions. Adding one letter to the word stems and fragments resulted in a significant increase in the probability of completion, for both stems and fragments. A stepwise regression analysis was conducted in order to partial out factors determining the completion probability for fragments. The ratio of specified letters to blank characters, and the familiarity of the solution was found to be the most important factors. Finally, the effect of number of given letters in the word stem on the number of generated words per stem was studied. The mean number of words generated per stem was found to be equal for both two- and three-letter word stems.     

The word "bioethics": its birth and the legacies of those who shaped it

Extensive historical sleuthing reveals that the word "bioethics" and the field of study it names experienced, in 1970/1971, a "bilocated birth" in Madison, Wisconsin, and in Washington, D.C. Van Rensselaer Potter, at the University of Wisconsin first coined the term; and André Hellegers, at Georgetown University, at the very least, latched onto the already-existing word "bioethics" and first used it in an institutional way to designate the focused area of inquiry that became an academic field of learning and a movement regarding public policy and the life sciences. A further comparison of the Potter and the Hellegers/Georgetown understandings of bioethics and the relative acceptance of the two views will appear in the March 1995 issue of this journal.     

Inhibiting word generation with word presentations

The ability to generate words of a given category is found to be impaired when other words of the same category are being heard (Experiments 1-4). Little if any impairment arises from hearing words of a different category (Experiments 1, 2, and 3). This pattern of results occurs with categories defined both semantically (Experiments 1, 2, and 4) and graphemically (Experiment 3). The extent of the impairment is found to be comparable to that which occurs when other words of the same category are studied and recalled prior to generation (Experiment 4). These findings are discussed in the context of other inhibitory phenomena.     

Memory for word locations in reading

Sentences were presented in various spatial formats, and readers localised one word of each sentence using a mouse cursor directly after reading. There was a localisation advantage for cumulative over single-word displays, for left-to-right presentation over presentation in a 3 x 3 grid, and for complete over incomplete sentences. Comparing performance for predictable and unpredictable word locations suggests that word location memory in reading decays within three seconds to a span of only 2-3 entries, and that readers can then reconstruct word locations from item memory. Implications for the role of spatial cognition in reading are discussed.     

Temporal numerosity estimates for word lists

The Ss estimated the number of items seen when sequences of words were presented tachistoscopically at presentation rates from 4 to 16 words/sec. The degree of underestimation increased with increasing rates of presentation, and the maximum average counting rate was between 6 and 7 words/sec. In the second phase of the study, they were asked to recall as many words as possible from short sequences of words presented at rapid rates, as well as to estimate the number of words seen but not available for recall. The total number of words seen, as judged from these two reports, agreed closely with the counting rates. The number of words correctly recalled decreased with increasing presentation rates.     

Cognitive systems struggling for word order

We argue that the grammatical diversity observed among the world’s languages emerges from the struggle between individual cognitive systems trying to impose their preferred structure on human language. We investigate the cognitive bases of the two most common word orders in the world’s languages: SOV (Subject–Object–Verb) and SVO. Evidence from language change, grammaticalization, stability of order, and theoretical arguments, indicates a syntactic preference for SVO. The reason for the prominence of SOV languages is not as clear. In two gesture-production experiments and one gesture comprehension experiment, we show that SOV emerges as the preferred constituent configuration in participants whose native languages (Italian and Turkish) have different word orders. We propose that improvised communication does not rely on the computational system of grammar. The results of a fourth experiment, where participants comprehended strings of prosodically flat words in their native language, shows that the computational system of grammar prefers the orthogonal Verb–Object orders.     

Confidence in word detection predicts word identification: implications for an unconscious perception paradigm

The present experiments extend the scope of the independent observation model based on signal detection theory (Macmillan & Creelman, 1991) to complex (word) stimulus sets. In the first experiment, the model predicts the relationship between uncertain detection and subsequent correct identification, thereby providing an alternative interpretation to a phenomenon often described as unconscious perception. Our second experiment used an exclusion task (Jacoby, Toth, & Yonelinas, 1993), which, according to theories of unconscious perception, should show qualitative differences in performance based on stimulus detection accuracy and provide a relative measure of conscious versus unconscious influences (Merikle, Joordens, & Stoltz, 1995). Exclusion performance was also explained by the model, suggesting that undetected words did not unconsciously influence identification responses.