On the role of set when reading aloud: A dissociation between prelexical and lexical processing |
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| Authors: | Jeffrey R. Paulitzki Evan F. Risko Shannon O’Malley Jennifer A. Stolz Derek Besner |
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| Affiliation: | 1. Psychology Department, University of Waterloo, Canada;2. Psychology Department, University of British Columbia, 2329 West Mall, Vancouver, BC, Canada;1. Vermont Center on Behavior and Health, University of Vermont, United States;2. Department of Psychiatry, University of Vermont, United States;3. Department of Medical Biostatistics, University of Vermont, United States;4. Department of Psychology, University of Vermont, United States;1. Department of Psychology, University of York, Heslington, York YO10 5DD, UK;2. Department of Educational Psychology and Counseling, National Taiwan Normal University, No. 162, Sec. 1, Taipei City 10610, Taiwan;3. MRC Cognition and Brain Sciences Unit, 15 Chaucer Road, Cambridge CB2 7EF, UK;1. University of Groningen, University Medical Center Groningen, P.O. Box 30.001, 9700 RB Groningen, The Netherlands;2. Developmental Psychology, Utrecht University, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands;1. Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD 21287, USA;2. Department of Ophthalmology, The Johns Hopkins University School of Medicine, Baltimore, MD 21287, USA;3. Department of Otolaryngology-Head and Neck Surgery, The Johns Hopkins University School of Medicine, Baltimore, MD 21287, USA;4. Department of Neuroscience, The Johns Hopkins University School of Medicine, Baltimore, MD 21287, USA |
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| Abstract: | Two experiments investigated the role that mental set plays in reading aloud using the task choice procedure developed by Besner and Care [Besner, D., & Care, S. (2003). A paradigm for exploring what the mind does while deciding what it should do. Canadian Journal of Experimental Psychology, 57, 311–320]. Subjects were presented with a word, and asked to either read it aloud or decide whether it appeared in upper/lower case. Task information, in the form of a brief auditory cue, appeared 750 ms before the word, or at the same time as the word. Experiment 1 yielded evidence consistent with the claim that at least some pre-lexical processing can be carried out in parallel with decoding the task cue (the 0 SOA condition yielded a smaller contrast effect than the long SOA condition). Experiment 2 provided evidence that such processing is restricted to pre-lexical levels (the word frequency effect was equivalent at the 0 SOA and the long SOA). These data suggest that a task set is a necessary preliminary to lexical processing when reading aloud. |
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