Eye movement control during reading: Effects of word frequency and orthographic familiarity

Word frequency and orthographic familiarity were independently manipulated as readers' eye movements were recorded. Word frequency influenced fixation durations and the probability of word skipping when orthographic familiarity was controlled. These results indicate that lexical processing of words can influence saccade programming (as shown by fixation durations and which words are fixated). Orthographic familiarity, but not word frequency, influenced the duration of prior fixations. These results provide evidence for orthographic, but not lexical, parafoveal-on-foveal effects. Overall, the findings have a crucial implication for models of eye movement control in reading: There must be sufficient time for lexical factors to influence saccade programming before saccade metrics and timing are finalized. The conclusions are critical for the fundamental architecture of models of eye movement control in reading -- namely, how to reconcile long saccade programming times and complex linguistic influences on saccades during reading.     

Priming word recognition with orthographic neighbors: effects of relative prime-target frequency

Four lexical decision experiments were performed with an orthographic priming paradigm in which test words were preceded by orthographically related or unrelated prime words. When prime words were presented for 350 ms without a mask, it was observed that primes that are lower frequency orthographic neighbors of the target interfered with target processing relative to an unrelated condition. When primes were higher frequency neighbors of the target, no interference or facilitation was observed. On the other hand, with briefly presented masked primes, interference was observed with higher frequency prime words. Finally, facilitatory effects in masked repetition priming were obtained with both high- and low-frequency prime-target pairs. The results are interpreted in terms of activation and selection processes operating in visual word recognition.     

Predicting children's word‐spelling difficulty for common English words from measures of orthographic transparency,phonemic and graphemic length and word frequency

Spencer demonstrated that spelling and reading difficulty for English words can be predicted from a number of factors, including word frequency, phonemic length and measures of orthographic depth and complexity. In this study, spelling difficulty of high frequency words was investigated across five year groups (ages 7 to 11 years) with a wide ranging series of data sources from which to determine word frequency values and orthographic depth measures. A regression model accounted for 52–66% of the variance for 7‐ to 11‐year‐olds and 72% of the variance for the lowest performing quartile group, irrespective of age. The most influential factor, phonetic difference (being the difference in the number of letters and phonemes in a word, and representing grapheme complexity), links the relative influence of large graphemic units in foundation literacy to a similar phenomenon, the ‘whammy’ effect, which provides support for serial processing in the dual route cascade model of word recognition in skilled readers ( Rastle & Coltheart, 1998 ). The study supports recent research on European orthographies, which concludes that both orthographic depth and complexity contribute to delayed acquisition of foundation literacy skills.     

The effect of word frequency, word predictability, and font difficulty on the eye movements of young and older readers

Young adult and older readers' eye movements were recorded as they read sentences containing target words that varied in frequency or predictability. In addition, half of the sentences were printed in a font that was easy to read (Times New Roman) and the other half were printed in a font that was more difficult to read (Old English). Word frequency, word predictability, and font difficulty effects were apparent in the eye movement data of both groups of readers. In the fixation time data, the pattern of results was the same, but the older readers had larger frequency and predictability effects than the younger readers. The older readers skipped words more often than the younger readers (as indicated by their skipping rate on selected target words), but they made more regressions back to the target words and more regressions overall. The E-Z Reader model was used as a platform to evaluate the results, and simulations using the model suggest that lexical processing is slowed in older readers and that, possibly as a result of this, they adopt a more risky reading strategy.     

Letter information and orthographic context in word perception

Theories of word perception in reading can be categorized in terms of the assumption made about whether or not a word context modifies the feature analysis of its component letters. Independence theories assume that the visual information passed on by feature analysis is independent of word context. Nonindependence theories assume that a word context directly influences visual analysis. Some nonindependence theories have assumed that word context enhances feature analysis of letters, others have assumed that word context overrides feature analysis of letters, and some have assumed that word context directs which letters are analyzed. The present experiment provided a critical test between the two classes of theories by independently varying orthographic context and visual letter information in a letter recognition task. The results contradict the qualitative predictions of the class of nonindependence theories and are accurately described by a quantification of independence theory.     

Masking T1 difficulty: processing time and the attenional blink

When observers are presented with 2 targets in rapid succession, identification of the 1st is highly accurate, whereas identification of the 2nd is impaired at brief intertarget intervals (i.e., 200-500 ms). This 2nd-target deficit is known as the attentional blink (AB). According to bottleneck models, the AB arises because attending to the 1st target delays allocation of attention to the 2nd target. Thus, these models predict that increasing 1st-target processing time will increase the magnitude of the AB. Previous tests of this prediction have yielded mixed results. The present work suggests that one factor contributing to this uncertainty is masking of the 1st target: When this mask is omitted, processing time and AB magnitude are reliably related. These findings clarify the role of 1st-target masking in the AB and support the validity of the bottleneck account.     

T1 difficulty and the attentional blink: expectancy versus backward masking

According to bottleneck models of the attentional blink (AB), first-target (T1) processing difficulty should be related to AB magnitude. Tests of this prediction that have varied T1 difficulty in the context of a standard AB paradigm, however, have yielded mixed results. The present work examines two factors that may mediate the relationship between T1 difficulty and the AB: observer expectancy and backward masking of T1. In two experiments, omission of the backward mask consistently yielded the predicted relationship between T1 difficulty and the AB. In contrast, observer expectancy influenced target identification accuracy but did not mediate the relationship between T1 difficulty and the AB.     

T1 difficulty and the attentional blink: Expectancy versus backward masking

According to bottleneck models of the attentional blink (AB), first-target (T1) processing difficulty should be related to AB magnitude. Tests of this prediction that have varied T1 difficulty in the context of a standard AB paradigm, however, have yielded mixed results. The present work examines two factors that may mediate the relationship between T1 difficulty and the AB: observer expectancy and backward masking of T1. In two experiments, omission of the backward mask consistently yielded the predicted relationship between T1 difficulty and the AB. In contrast, observer expectancy influenced target identification accuracy but did not mediate the relationship between T1 difficulty and the AB.     

Use of orthographic redundancies and word identification speed in bilinguals

The present study aimed at evidencing some of the factors linked to word identification speed in bilinguals. The performances of beginning and of skilled bilinguals on tasks related to single-word decoding were assessed in both the first and the second language. Results of a first experiment showed that whereas both groups of bilinguals demonstrated use of orthographic redundancies specific to their native language, only the skilled group did so as concerns second-language redundancies. It was seen in a second experiment, however, that the use or nonuse of orthographic structure cannot in itself account for the pattern of lexical decision latencies observed for words in the two languages. Rather, this pattern is consistent with the idea that word recognition latency is largely dependent upon subjects' past experience with and actual use of words.     

Age of acquisition, not word frequency affects object recognition: evidence from the effects of visual degradation

Four experiments examined how age of acquisition (AoA) and word frequency (WF) interact with manipulations of image quality in a picture-naming task. Experiments 1 and 2 examined the effect of overlaying the to-be-named picture with irrelevant contours. The magnitude of the AoA effect increased when the contours were added (Experiment 1), but the effect of WF remained constant (Experiment 2). Experiments 3 and 4 examined the effects of reducing the contrast of the contours defining the to-be-named picture. Both the effects of AoA (Experiment 3) and WF (Experiment 4) remained constant in the face of contrast reduction. These results provide an empirical dissociation of the effects of AoA and WF. The results are consistent with the idea that both AoA and the addition of irrelevant contours affect the efficiency of object recognition, but WF affects later processes involved in retrieval of object names. The theoretical implications of these findings in relation to accounts of AoA and frequency and their functional localisation in the lexical system are discussed.     

The initial capitalization superiority effect in German: evidence for a perceptual frequency variant of the orthographic cue hypothesis of visual word recognition

A perceptual frequency variant of the orthographic cue (OC) hypothesis (Peressotti, Cubelli, & Job, 2003) was tested in two perceptual identification experiments using the variable viewing position technique: German nouns and non-nouns that are most frequently perceived with or without initial letter capitalization, respectively, were tachistoscopically presented in upper-case, lower-case, or with initial capitalization. The results indicated that words were best recognized in the form they are most frequently perceived in, which suggests that during reading acquisition abstract as well as case- and item-specific OCs may be learned and used for recognition.     

The effect of visual word features on the acquisition of orthographic knowledge

Research with adults has shown that the distortion of visual word features, and in particular of the multiletter features within words, hampers word recognition. In this study, "CaSe MiXiNg" was employed to examine the effect of disrupting visual word features on the acquisition of orthographic knowledge in children. During the training, 18 beginning and 27 advanced readers (in Grades 2, 4, and 5) repeatedly read a set of pseudowords in either lowercase or mixed case. During this training, case mixing appeared to impair reading speed in both reader groups. At posttest, 1 day after the training, case format was either the same as or different from that during the training. Lowercase pseudowords were recognized faster after a lowercase training than after a mixed-case training. In a second study, case was found not to affect the rapid naming of single letters. The combined results suggest that case mixing disrupted the multiletter features in pseudowords and that the disruption of these features can affect the acquisition of orthographic knowledge.     

Beyond Task 1 difficulty: The duration of T1 encoding modulates the attentional blink

Manipulations of Task 1 difficulty in the attentional blink paradigm can have minimal effects on performance of a subsequent visual encoding task, when Task 1 difficulty is thought of as a form of data limitation (e.g., by masking T1 more or less effectively) using mixed trials (e.g., McLaughlin, Shore, & Klein, 2001). In this work we show that a different form of Task 1 difficulty, namely the difficulty of organizing T1 as a representation in STM, has a large impact on accuracy in Task 2, even when the different levels of Task 1 difficulty are intermixed from trial to trial. The results support the Central Interference Theory of the attentional blink by showing that the time taken for central processing of T1 has a direct impact on performance in Task 2.     

Effects of phonological and orthographic neighbourhood density interact in visual word recognition

The present study investigated the role of phonological and orthographic neighbourhood density in visual word recognition. Three mechanisms were identified that predict distinct facilitatory or inhibitory effects of each variable. The lexical competition account predicts overall inhibitory effects of neighbourhood density. The global activation (familiarity) account predicts overall facilitatory effects of neighbourhood density. Finally, the cross-code consistency account predicts an interaction, with inhibition of phonological neighbours in sparse orthographic regions and facilitation of phonological neighbours in dense orthographic regions. In Experiment 1 (lexical decision), a cross-over interaction was indeed found, supporting the prediction of the cross-code consistency account. In Experiment 2, this cross-over interaction was exaggerated by adding pseudohomo-phone stimuli (e.g., brane) among the nonword targets. Finally, in Experiment 3 (progressive demasking), we tried to shift the balance between inhibitory and facilitatory mechanisms by using a perceptual identification task. As predicted, the inhibitory effects of phonological neighbourhood were amplified, whereas the facilitatory effects disappeared. We conclude that the level of compatibility across co-activated orthographic and phonological representations is a major causal factor underlying this pattern of effects.     

Impaired phonological and orthographic word representations among adult dyslexic readers: evidence from event-related potentials

The authors examined the processing of phonological and orthographic word representations among 17 dyslexic and 16 normal college-level readers using Event-Related Potential measures. They focused on 2 early components--the P200 and the P300. The results revealed P200 and P300 components of lower amplitude and later latency among dyslexic readers than among normal readers for both types of word representation. Group differences were greatest for phonological representations. In addition, the authors observed greater time gaps among dyslexic readers than among normal readers between different processing stages (i.e., between P2 and P3 peaks, between P3 and reaction time). Combined, the data suggest a consistent speed-of-processing deficit among dyslexic readers that is evident within and between stages of cognitive processing. The results are discussed in the context of deficits in stimulus encoding and working memory. In addition, the authors discuss the need for accurate timing and synchronization of phonological and orthographic codes for efficient word recognition.     

The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlates

Many studies that have examined reading at the single-word level have been restricted to the processing of monosyllabic stimuli, and, as a result, lexical stress has not been widely investigated. In the experiments reported here, we used disyllabic words and nonwords to investigate the processing of lexical stress during visual word recognition. In Experiments 1 and 2, we found an effect of stress typicality in naming and lexical decision. Typically stressed words (trochaic nouns and iambic verbs) elicited fewer errors than atypically stressed words (iambic nouns and trochaic verbs). In Experiment 3, we carried out an analysis of 340 word endings and found clear orthographic correlates of both grammatical category and lexical stress in word endings. In Experiment 4, we demonstrated that readers are sensitive to these cues in their processing of nonwords during two tasks: sentence construction and stress assignment. We discuss the implications of these findings with regard to psycholinguistic models of single-word reading.     

Brain potentials as indices of orthographic and phonological interaction during word matching

The interaction between orthographic and phonological codes in a same-different judgment task was studied by requiring subjects to decide if two visually presented words either looked alike or rhymed. Word pairs were selected from four different lists. Words rhymed and looked alike, rhymed but did not look alike, looked alike but did not rhyme, or neither looked alike nor rhymed. Reaction time and percent error increased whenever there was a conflict between the orthography and phonology of the words. The N200 component of the event-related brain potential (ERP) indicated that subjects were capable of detecting phonological differences between words within 260 ms from the presentation of a word pair. The amplitude of the N200s also varied with the degree of mismatch between words. N200s were largest when both the orthography and phonology mismatched, of intermediate amplitude when either orthography or phonology mismatched, and smallest when both orthography and phonology matched. P300 latency was consistent with reaction time, increasing whenever there was a conflict between the two codes. Taken together, behavioral measures and the ERP data suggest that the extraction of the orthographic and phonological aspects of words occurs early in the information processing sequence.     

The processing of lexical stress during visual word recognition: typicality effects and orthographic correlates

Many studies that have examined reading at the single-word level have been restricted to the processing of monosyllabic stimuli, and, as a result, lexical stress has not been widely investigated. In the experiments reported here, we used disyllabic words and nonwords to investigate the processing of lexical stress during visual word recognition. In Experiments 1 and 2, we found an effect of stress typicality in naming and lexical decision. Typically stressed words (trochaic nouns and iambic verbs) elicited fewer errors than atypically stressed words (iambic nouns and trochaic verbs). In Experiment 3, we carried out an analysis of 340 word endings and found clear orthographic correlates of both grammatical category and lexical stress in word endings. In Experiment 4, we demonstrated that readers are sensitive to these cues in their processing of nonwords during two tasks: sentence construction and stress assignment. We discuss the implications of these findings with regard to psycholinguistic models of single-word reading.