Units of phonological recoding of word-like stimuli used by children and adults

Third-grade, sixth-grade, and coUege-age subjects performed a “same”-“different” task, using a phonological identity criterion for visually presented pseudowords. Consistent with Krueger’s (1978) model of single-glance “same”-“different” judgments, judgments of phonologically matching stimuli were made more quickly and less accurately than were judgments of phonologically nonmatching stimuli, and error rates and RTs were longer for phonologically similar nonmatching pairs than for phonologically dissimilar nonmatching pairs. It was concluded that subjects of all ages tested could process phonologically recoded information in a holistic fashion, and the implications of these conclusions with respect to reading processes are discussed.