Type-based bigram frequencies for five-letter words

Researchers often require subjects to make judgments that call upon their knowledge of the orthographic structure of English words. Such knowledge is relevant in experiments on, for example, reading, lexical decision, and anagram solution. One common measure of orthographic structure is the sum of the frequencies of consecutive bigrams in the word. Traditionally, researchers have relied ontoken-based norms of bigram frequencies. These norms confound bigram frequency with word frequency because each instance (i.e., token) of a particular word in a corpus of running text increments the frequencies of the bigrams that it contains. In this article, the authors report a set oftype-based bigram frequencies in which each word (i.e., type) contributes only once, thereby unconfounding bigram frequency from word frequency. The authors show that type-based bigram frequency is a better predictor of the difficulty of anagram solution than is token-based frequency. These norms can be downloaded fromwww.psychonomic.org/archive/.     

Type-based bigram frequencies for five-letter words.

Researchers often require subjects to make judgments that call upon their knowledge of the orthographic structure of English words. Such knowledge is relevant in experiments on, for example, reading, lexical decision, and anagram solution. One common measure of orthographic structure is the sum of the frequencies of consecutive bigrams in the word. Traditionally, researchers have relied on token-based norms of bigram frequencies. These norms confound bigram frequency with word frequency because each instance (i.e., token) of a particular word in a corpus of running text increments the frequencies of the bigrams that it contains. In this article, the authors report a set of type-based bigram frequencies in which each word (i.e., type) contributes only once, thereby unconfounding bigram frequency from word frequency. The authors show that type-based bigram frequency is a better predictor of the difficulty of anagram solution than is token-based frequency. These norms can be downloaded from www.psychonomic.org/archive/.     

Type and token bigram frequencies for two-through nine-letter words and the prediction of anagram difficulty

Recent research on anagram solution has produced two original findings. First, it has shown that a new bigram frequency measure called top rank, which is based on a comparison of summed bigram frequencies, is an important predictor of anagram difficulty. Second, it has suggested that the measures from a type count are better than token measures at predicting anagram difficulty.Testing these hypotheses has been difficult because the computation of the bigram statistics is difficult. We present a program that calculates bigram measures for two-to nine-letter words. We then show how the program can be used to compare the contribution of top rank and other bigram frequency measures derived from both a token and a type count. Contrary to previous research, we report that type measures are not better at predicting anagram solution times and that top rank is not the best predictor of anagram difficulty. Lastly we use this program to show that type bigram frequencies are not as good as token bigram frequencies at predicting word identification reaction time.     

An hypothesis approach to the solution of anagrams

The attempts of subjects to reorganize the letters of an anagram were construed as a series of hypotheses about the correct letter order. It was predicted, consequently, that variables which reduce the number of tenable hypotheses or influence the order in which hypotheses are generated will affect problem difficulty. Five such variables, plus solution word frequency, were used to predict solution probabilities in two studies. The multiple Rs obtained were .92 and .82 and the two regression equations were effectively interchangeable. The process of anagram solution was described as entailing the retrieval of words from memory storage on the basis of letter order cues generated by the subject or, less usually, present in the anagram itself.     

The Syllable Effect in Anagram Solution: Unrecognised Evidence from Past Studies

Six previous studies of the variables affecting anagram solution are re-examined for the evidence that number of syllables contributes to solution difficulty. It was shown that the number of syllables in a solution word was confounded with imagery for one study and with diagram frequency for another. More importantly it was shown that the number of syllables has a large effect on anagram solution difficulty in the re-analysis of the results from the other four studies. In these studies, the number of syllables was either more important than the principal variable examined in the experiment or the second most important variable. Overall the effect size for the number of syllables was large, d = 1.14. The results are discussed in the light of other research and it is suggested that anagram solution may have more in common with other word identification and reading processes than has been previously thought.     

Problem Variables that Promote Incubation Effects

Three studies sought to determine whether incubation effects could be reliably generated in a problem‐solving task. Experimental variables manipulated were the duration of the interval between two problem‐solving opportunities and the activity performed by the problem solvers during the interval. A multi‐solution anagram task was used which required problem solvers to generate five‐letter words from the letters in a ten‐letter “starter” word until they could produce no more words. After a break (the incubation period) the problem solvers returned to the anagram task anew. Some participants also engaged in an activity related to the anagram task during the break which was expected to prime potential solutions that would emerge during the second problem‐solving attempt. In all conditions problem solvers were able to generate new responses after the break, thus demonstrating a reliable incubation effect. The optimal incubation period was between 15 and 30 min long. The priming task increased the number of solutions to the anagram task on the second attempt, suggesting that exposure to solution ideas during the incubation period may facilitate an incubation effect during problem solving.     

Single-Letter Retrieval Cues for Anagram Solution

Anagram solution, as related to single-letter retrieval cues and first letter of the solution word (consonant or vowel), was examined. In Experiment 1, college-aged solvers were presented both types of 5-letter words and either the first letter of the solution word as a cue, or no cue. In Experiment 2, the effects of four types of retrieval cues (first, middle, or last letter or no cue) upon solving consonant-beginning words was examined. Finally, Experiment 3 examined the solution of both types of solution words as related to the preceding four types of retrieval cues. The results of all 3 experiments showed that a single letter can be an effective cue. For consonant-beginning words, the middle and last letters were as effective as the first letter. For vowel-beginning words, the first letter was more effective than either the middle or last letter. It was concluded that solvers select one letter of the anagram, typically a consonant, to serve as the first letter of the solution word, and then rearrange the remaining letters.     

The role of letter recognition in word recognition

In a paradigm that avoids methodological problems of earlier studies, evidence was gathered addressed to the question of whether we read letter by letter. If word recognition involves letter recognition, then the difficulty of recognizing a word should vary with the difficulty of recognizing its letters. This was tested by assessing letter difficulty in two letter discrimination tasks and in a letter naming task, and then comparing 15 adult subjects' visual recognition latency to 72 easy-letter words and to 72 difficult-letter words. Word frequency and word length were also manipulated. Results indicated no effect for letter difficulty, although recognition latency reliably decreased with word frequency and monotonically increased with word length (21 msec/letter), suggesting that we do not read letter by letter, but that whatever plays a role in word recognition is smaller than the word and correlated with word length in letters.     

Effects of solution word attributes on anagram difficulty: A regression analysis

A sample of 45 student subjects provided solution scores for 80 five-letter anagrams. These scores were analysed as a function of solution word imagery, con-creteness, familiarity, objective frequency, age-of-acquisition and associative meaningfulness using multiple regression techniques. Two bigram measures together with number of vowels, nature of starting letter (vowel or consonant), anagram pronounceability and anagram-solution similarity scores were also entered into the regression equations. The bigram measures, the starting letter and anagram-solution similarity emerged as having significant associations with the solution scores. Previous reports of imagery effects in anagram are discussed in the light of the present results.     

Evidence for processing of constituent singleand multiletter codes: Support for multilevel coding in word perception

This investigation assessed whether constituent codes are activated during word processing. In two experiments, a priming procedure was used to test whether printed word primes facilitate skilled readers’ identification of subsequently presented letter and letter bigram targets appearing in the primes (present condition), relative to the same targets not appearing in the primes (absent condition). Experiment 1 demonstrated the priming of single-letter targets and indicated that priming effects are facilitative and not inhibitory. In Experiment 2, high- and low-frequency bigram targets appearing in word primes were shown to have a processing advantage over bigram targets not appearing in word primes. Single-letter constituents in low-frequency bigrams also benefited from priming; however, single letters in high-frequency bigrams showed no such benefit. The results in general suggest that both single- and multiletter constituents are available during word processing, and hence support multicomponent models of word perception.     

English letter frequencies and their applications: part I

This article presents data regarding the relative frequencies of single letters in English, organized by word length and letter position. Derived from a parsimonious sample of English word use patterns presented by Whissell in 1998, the data accurately represent letter frequencies found in modern English. These data provide a resource for various applications, including reading research and practice.     

Personality Patterns in Adolescence as Portrayed by the Rorschach Ink-Blot Method: III. The “Erlebnistypus” (A Normative Study)

The effect of bigram cues on the solution of five-letter monosyllabic and bisyllabic solution-word anagrams was investigated. This was accomplished through the construction of anagrams with and without solution-word bigrams for both monosyllable and bisyllable words. The results revealed that the monosyllabic words were significantly easier to solve when bigram cues were provided, but that there was no difference between the two types of words when bigram cues were not present in the anagrams. Furthermore, no advantage was observed in the solution of bisyllable words even when the bigram in the anagram was also a syllable of the solution word. It was concluded that the facilitating effect of a bigram cue seems to be peculiar to monosyllabic words, and that the result appears to be a function of an initial solution process that favors a single-syllable response.     

Early development of letter specialization in left fusiform is associated with better word reading and smaller fusiform face area

A functional region of left fusiform gyrus termed “the visual word form area” (VWFA) develops during reading acquisition to respond more strongly to printed words than to other visual stimuli. Here, we examined responses to letters among 5‐ and 6‐year‐old early kindergarten children (N = 48) with little or no school‐based reading instruction who varied in their reading ability. We used functional magnetic resonance imaging (fMRI) to measure responses to individual letters, false fonts, and faces in left and right fusiform gyri. We then evaluated whether signal change and size (spatial extent) of letter‐sensitive cortex (greater activation for letters versus faces) and letter‐specific cortex (greater activation for letters versus false fonts) in these regions related to (a) standardized measures of word‐reading ability and (b) signal change and size of face‐sensitive cortex (fusiform face area or FFA; greater activation for faces versus letters). Greater letter specificity, but not letter sensitivity, in left fusiform gyrus correlated positively with word reading scores. Across children, in the left fusiform gyrus, greater size of letter‐sensitive cortex correlated with lesser size of FFA. These findings are the first to suggest that in beginning readers, development of letter responsivity in left fusiform cortex is associated with both better reading ability and also a reduction of the size of left FFA that may result in right‐hemisphere dominance for face perception.     

The independence of letter identity and letter doubling in reading

The ability to read requires processing the letter identities in the word and their order, but it is by no means obvious that our long-term memory representations of words spellings consist of only these dimensions of information. The current investigation focuses on whether we process information about another dimension—letter doubling (i.e., that there is a double letter in WEED)—independently of the identity of the letter being doubled. Two experiments that use the illusory word paradigm are reported to test this question. In both experiments, participants are more likely to misperceive a target word with only singleton letters (e.g., WED) as a word with a double (e.g., WEED) when the target is presented with a distractor that contains a different double letter (e.g., WOOD) than when the distractor does not contain a double letter (e.g., WORD). This pattern of results is not predicted by existing computational models of word reading but is consistent with the hypothesis that written language separately represents letter identity and letter doubling information, as previously shown in written language production. These results support a view that the orthographic representations that underlie our ability to read are internally complex and suggest that reading and writing rely on a common level of orthographic representation.     

Neighborhood frequency effects and letter visibility in visual word recognition

Two experiments are described that measured lexical decision latencies and errors to five-letter French words with a single higher frequency orthographic neighbor and control words with no higher frequency neighbors. The higher frequency neighbor differed from the stimulus word by either the second letter (e.g.,astre-autre) or the fourth letter (chope-chose). Neighborhood frequency effects were found to interact with this factor, and significant interference was observed only tochope-type words. The effects of neighborhood frequency were also found to interact with the position of initial fixation in the stimulus word (either the second letter or the fourth letter). Interference was greatly reduced when the initial fixation was on the critical disambiguating letter (i.e., the letterp inchope). Moreover, word recognition was improved when subjects initially fixated the second letter relative to when they initially fixated the fourth letter of a five-letter word, but this second-letter advantage practically disappeared when the stimulus differed from a more frequent word by its fourth letter. The results are interpreted in terms of the interaction between visual and lexical factors in visual word recognition.     

Masked constituent letter priming in an alphabetic decision task

Abstract

The experiments presented here were designed to test whether the prior presentation of a letter in a word, nonword or a string of Xs facilitates the subsequent identification of this letter. Using briefly presented masked primes, clear facilitatory constituent priming effects were obtained in an alphabetic decision task (letter/non-letter classification) when prime letters were flanked by Xs, but the effects disappeared or were greatly reduced when the prime letter formed part of a consonant array (nonword primes). Evidence for word-letter constituent priming was also obtained but almost only for word-initial letten. These facilitatory constituent priming effects were strongest when the target letter was embedded in a string of hash marks and occupied the same relative position in this string as the prime letter in the prime string. The mediating role of letter representations in word recognition and the position-specific coding of character arrays are discussed in the light of these results.     

Solving anagrams: Category priming and the differential availability of category solutions

An experiment was performed to test the hypothesis that the effect of category name priming on anagram solving varies with the strength of the relationship between the solution word and the priming category. Subjects solved anagrams of taxonomic category instances under primed or unprimed conditions. In the primed condition, the name of the taxonomic category from which the solution word was chosen was provided on each trial. Priming was shown to facilitate anagram solution and the extent of this facilitation was directly related to the instance dominance of the solution word in the priming category. The results were discussed in terms of current models of semantic memory.     

Multiletter Word Units in Visual Recognition: Direct Activation by Supraletter Visual Features

Multiletter priming effects have been interpreted as evidence for the representation of separable multiletter units in the visual word recognition system (Whiteley & Walker, 1994). The reported experiments examine whether the activation of such units is pre- or post-lexical. Experiments 2 and 3 employed priming in an alphabetic decision task in which subjects made a discrimination response to test stimuli which could be classed as either targets or foils. Targets were single letters, or consonant bigrams, present or absent in an immediately preceding word, or (Experiment 3 and 4) they were whole words semantically associated or not to a preceding word. Foils were single non-alphanumeric characters, a character plus a letter, or a word with one letter replaced by a character. Experiment 1 was a preliminary to determine the parameters of a sequential presentation manipulation. Experiment 2 compared conditions of simultaneous and sequential presentation where letters of prime words were presented together, or one at a time in rapid succession. With simultaneous presentation, responses to bigram targets were facilitated when these appeared in the prime word, while responses to individual constituent letters of those bigrams were not facilitated. Additionally, responses to primed bigram targets were faster than responses to primed single letter targets. The sequential presentation of prime words resulted in a qualitative change in the response pattern indicative of the disruption of multiletter unit activation. That change was replicated in Experiment 3 where semantic priming confirmed that the prime words were being processed to a level of meaning. The observations challenge a post-lexical account of the multiletter priming effects. Finally, Experiment 4 addressed the question of whether bigram priming reflects the intentional use of prime information to predict following targets. Strategic interpretations are undermined and it is argued that multiletter units are activated automatically as part of normal visual word recognition.     

Reasoning ability in older adults measured through letter and number series

Letter series and number series tests, consisting of items based on identical rules, were administered in a counterbalanced design to 58 persons (46 women and 12 men) between the ages of 61 and 88 years to determine their relative efficacy (relative difficulty and acceptability) as measures of inductive/deductive reasoning ability. Results indicated that letter and number series tests, in which each item in one has a same-rule counterpart in the other, were not equivalent in regard to their relative difficulty or popularity among the elderly. The number series test was significantly (p 0001) easier and more popular than its letter series counterpart. Some of the implications of these findings for assessing reasoning ability in the elderly were specified.     

Reasoning ability in older adults measured through letter and number series

Letter series and number series tests, consisting of items based on identical rules, were administered in a counterbalanced design to 58 persons (46 women and 12 men) between the ages of 61 and 88 years to determine their relative efficacy (relative difficulty and acceptability) as measures of inductive/deductive reasoning ability. Results indicated that letter and number series tests, in which each item in one has a same-rule counterpart in the other, were not equivalent in regard to their relative difficulty or popularity among the elderly. The number series test was significantly (p 0001) easier and more popular than its letter series counterpart. Some of the implications of these findings for assessing reasoning ability in the elderly were specified.