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1
Zheltukhin, Alexander. „Orthographic codes and code-switching : a study in 16th century Swedish orthography /“. Stockholm : Almqvist & Wiksell, 1996. http://catalogue.bnf.fr/ark:/12148/cb37164838m.
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2
Herring, Jon Russell. „Orthography and the lexicon“. Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439207.
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Tadich, Matthew A. „The orthography of mstislavovo evangelie /“. The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308433493.
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Matsumoto-Sturt, Yoko. „Second language acquisition of Japanese orthography“. Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.
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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external criteria. Next, I demonstrate that there are predictable error causes as well as general linguistic and perceptual problems among L2 writers. Real-time observational data illustrates how and when L2 writers make spelling mistakes with the keyboard, and an analysis of verbal protocol data reveals L2 writing strategies. Third, I turn to the domain of L2 perception and L1-specific listening strategies. I show the different patterns of learners’ perceived rhythmic units in terms of L2 Moraic Awareness of Japanese words, and determine the extent of the use of L1-specific listening strategies. Fourth, I provide a general picture of Interlanguage (IL) lexical representations in reading and spelling. Evidence from novel and existing experimental work is presented which shows that L2 writer’s linguistic problems are reflected in their written products. I present an account of a typical learner strategy of sub-lexical reading and writing. Finally, in the domain of visual kanji recognition, visual attention is addressed. An originally defined phenomenon of ‘kanji illusion’ leads to the interesting result that linguistic factors are not solely responsible for failures to notice kanji errors. This represents a new kind of explanation for L2 kanji reading difficulties, from a psycholinguistic perspective.
5
Schlapp, Ursula. „Phonology and orthography in word recognition“. Thesis, University of Nottingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235989.
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Erdener, Vahit Dogu, University of Western Sydney, of Arts Education and Social Sciences College und School of Psychology. „The effect of auditory, visual and orthographic information on second language acquisition“. THESIS_CAESS_PSY_Erdener_V.xml, 2002. http://handle.uws.edu.au:8081/1959.7/685.
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The current study investigates the effect of auditory and visual speech information and orthographic information on second/foreign language (L2) acquisition. To test this, native speakers of Turkish (a language with a transparent orthography) and native speakers of Australian English (a language with an opaque orthography) were exposed to Spanish (transparent orthography) and Irish (opaque orthography) legal non-word items in four experimental conditions: auditory-only, auditory-visual, auditory-orthographic, and auditory-visual-orthographic. On each trial, Turkish and Australian English speakers were asked to produce each Spanish and Irish legal non-words. In terms of phoneme errors it was found that Turkish participants generally made less errors in Spanish than their Australian counterparts, and visual speech information generally facilitated performance. Orthographic information had an overriding effect such that there was no visual advantage once it was provided. In the orthographic conditions, Turkish speakers performed better than their Australian English counterparts with Spanish items and worse with Irish terms. In terms of native speakers' ratings of participants' productions, it was found that orthographic input improved accent. Overall the results confirm findings that visual information enhances speech production in L2 and additionally show the facilitative effects of orthographic input in L2 acquisition as a function of orthographic depth. Inter-rater reliability measures revealed that the native speaker rating procedure may be prone to individual and socio-cultural influences that may stem from internal criteria for native accents. This suggests that native speaker ratings should be treated with caution.Master of Arts (Hons)
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Hashabeiky, Forogh. „Persian Orthography : Modification or Changeover? (1850-2000)“. Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, : Uppsala University Library [distributör], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5784.
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8
Older, Lianne Jannice Elizabeth. „Morphology and orthography in the mental lexicon“. Thesis, Birkbeck (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298189.
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9
Raman, Ilhan. „Single-word naming in a transparent alphabetic orthography“. Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/6754/.
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The cognitive processes involved in single-word naming of the transparent Turkish orthography were examined in a series of nine naming experiments on adult native readers. In Experiment 1, a significant word frequency effect was observed when matched (i.e. on initial phoneme, letter length and number of syllables) high- and low-frequency words were presented for naming. However, no frequency effect was found in Experiment 2, when an equal number of matched (i.e. on initial phoneme, letter length and number of syllables) nonword fillers were mixed with the target words. A null frequency effect was also found in Experiment 3 when conditions were mixed-blocks, i.e. high- and low frequency were words presented in separate blocks mixed with an equal number of matched nonword fillers. Experiment 4 served the purpose of creating and validating nonwords (to be used in Experiments 5 and 6) that could be named as fast as high- and low-frequency words by manipulating the letter length of nonwords. A significant word frequency effect emerged with both the mixed-block design (Experiment 5) and mixed design (Experiment 6) when the nonword fillers matched the target words in speed of naming. Experiment 7, however, found no frequency effect when high- and low-frequency words were mixed with word fillers that were slower to be named (longer in length) than the target words. In Experiment 8, frequency was factorially manipulated with imageability (high vs. low) and level of skill (very skilled vs. skilled) which found significant main effects for word frequency and level of skill, and a significant 2-way interaction of skill by imageability and a significant 3-way interaction of skill by imageability by frequency. In Experiment 9, however, there was only a main effect for frequency when previously skilled readers performed on the same words used in Experiment 8. These findings suggest that whilst a lexical route dominates in naming the transparent Turkish orthography, an explanation that the readers shut down the operation of this route in the presence of nonword fillers is not entertained. Instead, the results suggest that both routes operate in naming, with the inclusion of filler stimuli and their “perceived difficulty” having an impact in the time criterion for articulation. Moreover, there are indications that a semantic route is involved in naming Turkish only when level of skill is taken into account. Implications of these findings for models of single-word naming are discussed.
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Patel, Tanya Kamroon. „Individual differences in learning to read in English and Dutch children“. Thesis, University of York, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250620.
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Strikis, Liena A. „The effects of orthography and phonology on vocabulary acquisition /“. Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/179.pdf.
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Hsiao, Yi-Ting. „Visual perception of Chinese orthography : from characters to sentences“. Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25762.
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There are different aims in this thesis. The primary aim is to investigate visual perception in Chinese orthography, from its fundamentally distinct unit, characters, to sentence reading. The first aim of the thesis is to investigate how a single Chinese character is processed in many ways. We have looked into an effect called orthographic satiation/decomposition (Cheng & Wu, 1994). It refers to the feeling of uncertainty about the composition of some characters when staring at a character for too long. Lee (2007) extended Cheng and Wu’s study (1996), and the results have showed that orthographic satiation occurred faster in females than males. We replicated Lee’s study (Experiment 1) (Chapter 3), and have found that: (1) there was no significant difference between male and female and (2) a radical that can stand alone as a single character makes characters in which it occurs resistant to satiation. Following orthographic satiation, in Chapter 4, we explored the preference for eye/hemisphere visual pathways in Chinese characters (Experiment 2 & 3) and words (Experiment 4). In English, researchers have reported a contralateral preference when four-letter words were presented very quickly using a haploscope (Obreg´on & Shillcock, 2012) . It raises the question of whether presenting Chinese characters and words will show similar results considering the complexity and the special characteristics of Chinese orthography. We presented Chinese characters and words to participants using a haploscope. Our results showed that: (1) the contralateral visual pathway was preferred in perceiving right-left structured Chinese characters and two-character words, (2) when a semantic radical is projected to the LH, participants are able to recognise the semantic component better, (3) neighbourhood size (NS) (Tsai, Lee, Lin, Tzeng & Hung, 2006) affects how participants recognise words, and(4) males do better than females recognising characters but not words. After investigating the recognition of Chinese characters and words, we analysed the eye-movements in Chinese and English reading corpora. The processes of reading are intuitively thought to be more complex than perceiving a single character or words. The last studies in the thesis focused on the reading behaviours in Chinese and English. The eye movement differences and similarities between reading Chinese and English were investigated. In Chapter 5, we showed that reading Chinese elicits more divergence of the eyes within a fixation, compared with reading English. We interpreted these data in terms of recent demonstrations that apparent size causes increases in visual sensitivity (Arnold & Schindel, 2010) and engages more cortical resource in V1 (Kersten & Murray, 2010). Our analyses were based on movement within exactly temporally synchronized binocular fixations in the reading of Chinese and English 5000-word multi-line texts, using monocular calibration, with EyeLink-2 technology. When faced with visually complex orthography, the oculomotor system ‘tricks’ the rest of the visual system into ‘zooming in’ on the text. We consolidated the relevant theorizing into the ‘Divergence Affects Reading’ (DOLLAR) Theory. In Chapter 6, we reported that (1) vertical movements within a fixation tend to be smaller than horizontal ones, and (2) vertical movements within a fixation tend to be upwards. We speculated that it is appropriate for the earlier part of the fixation to be associated with visual recognition and for the later part of the fixation to be associated with executive action. The tendency to move upwards also suggested that in real-world reading, the upper part of words/characters were informative. In the last chapter analysing the reading corpus (Chapter 7), we reported corrective saccades after return sweeps. We found that in English, there were more corrective saccades after return sweeps than in Chinese. We interpreted these data in terms of spatial coding (Kennedy & Murray, 1987). In terms of Chinese and English differences, the stimuli that were used in our corpus show that the length for each line was different in English. The length for each line in Chinese was less different. Though the first character of each line was at the same place for two languages, it was more difficult for English subjects to locate the correct place after return sweeps because the length of return sweeps was different. In short, this thesis investigated visual perception in Chinese orthography, in terms of characters, words, and real-world reading. Moreover, we compared the differences and similarities between languages (English and Chinese). Despite the fact that the orthographies of English and Chinese are very different, we still found similar effects (e.g., contralateral preference) between them. This thesis thus has contributed to a better understanding of the differences and similarities between English and Chinese in terms of the orthographies.
13
Chliounaki, Kalliopi. „The development of morphological spelling strategies in Greek orthography“. Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400055.
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Zanna, Paolo Alessandro. „Aspects of the orthography of early Hiberno-Latin texts“. Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627353.
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15
Hollman, John W. „Reading skills in an African language : processing Bari orthography“. Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316361.
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Mathieu, Lionel. „The Influence of Unfamiliar Orthography on L2 Phonolexical Acquisition“. Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/337366.
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Recent studies in the acquisition of a second language (L2) phonology have revealed that orthography can influence, both positively and negatively, the way L2 learners come to establish target-like lexical representations. The majority of these studies, however, involve language pairs relying on a Roman-based script. In comparison, the influence of a foreign or unfamiliar written representation on L2 phonolexical acquisition remains understudied. This dissertation aims to fill this gap. CHAPTER 2 considers the effects of multiple scripts (e.g. Arabic, Cyrillic, Roman-Maltese, etc.) on the acquisition of the Arabic voiceless pharyngeal fricative /ħ/ and the voiceless uvular fricative /χ/ word-initially. Monolingual native speakers of English participated in a set of five word-learning experiments where they were instructed to learn six pairs of minimally contrastive words, each associated with a unique visual referent. In each experiment, a different script configuration was manipulated. After an initial learning phase, participants were then tested on their phonological acquisition of these L2 minimal pairs. Results show significant differences in phonological accuracy between groups of learners exposed to varying degrees of script unfamiliarity. Specifically, complete script foreignness exerted an inhibitory effect on L2 phonolexical acquisition, while semi-foreign scripts exercised differential inhibitory effects based on whether grapheme-phoneme correspondences (GPCs) also activated L1 phonological units. Two follow-up spelling experiments were also conducted in an attempt to find a more intuitive, symbolic representation of these L2 phonemes. While spellers managed to find various ways to symbolically encode /χ/-words from /ħ/-words, when presented in minimal pairs (but not when presented randomly), no form-consistent pattern emerged from their spelling renditions. These spelling experiments nevertheless support the interpretation that L1 GPCs are likely activated in the course of L2 phonological processing. CHAPTER 3 examines the acquisition of another nonnative phonological contrast, that of Japanese singleton/geminate consonants word-medially. In another set of five word-learning experiments manipulating various aspects of unfamiliar scripts (e.g. Hiragana, Roman/Cyrillic blended), it was found that the acquisition of such a length-based contrast was significantly affected by the foreign written input only when the unfamiliar characters encoding the contrast were graphically highlighted (by way of font coloring and underline) or when they did not convey any information about the durational dimension of the L2 contrast (i.e. when both singletons and geminates were represented with a single character, instead of two for the geminates). These inhibitory effects show that learners are susceptible to be confused by small details featured in unfamiliar written representations presented to them in the course of L2 phonoloxical acquisition. Similar to Chapter 2, two follow-up spelling experiments were conducted. Here, spellers failed to symbolically mark a difference between singleton and geminate auditory items, whether they were presented randomly or in minimal pairs. This lack of differentiation in writing suggests that a consonantal singleton/geminate contrast is a priori not so intuitive to native English speakers. The contributions of this dissertation are manifold. First, the present results provide strong evidence that, aside from recognized acoustic and phonological features influencing the acquisition of a second language sound system, extra-linguistic elements such as written representations also contribute to the acquisitional experience of L2 learners. Furthermore, such findings show that exposure to unfamiliar written representations can significantly inhibit the successful creation of target-like phonological representations, an outcome that has thus far not been attested. Second, it provides additional and complementary research in the subfield of L2 acquisition dealing with the interaction of phonological and orthographic knowledge. The work presented here indeed expands the scope of L2 contrasts and script treatments thus far investigated. Third, implications for second language teaching and loanword phonology can be envisaged. Methods geared towards the acquisition of L2 sounds for instance could be designed taking into account the results obtained here, namely, the fact that a foreign written support may not always be beneficial to learners, depending on the degree of familiarity with the L2 writing system.
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Kelly, Andrew N. „The role of orthography and visual form on word recognition“. Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33453/.
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It is mostly agreed that in order to identify a visually presented word, both the identity and the position of it's constitute letters must be encoded. However, currently most models of word recognition only start after the processes involved in letter encoding has been completed: the so called “visual word form” level. These models concentrate on the process involved in the encoding of the letter position, giving several different solutions to the encoding problem. The problem here is not necessarily that there are different solutions but that each solution is as good at modelling the current data as the next. Thus the solution to disambiguating between them may lie in a better understanding of the sublexical processes involved. Although this seems a logical step it is surprising that very little research has been carried out regarding these processes. The aim of this current PhD project is to address some of the issues involved with investigating sublexical processes, and to start a systematic investigation of several early perceptual processes that may modulate visual word recognition.
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Tyler, Michael D., University of Western Sydney und of Arts Education and Social Sciences College. „Orthography, phoneme awareness, and the measurement of vocal response times“. THESIS_CAESS_XXX_Tyler_M.xml, 2002. http://handle.uws.edu.au:8081/1959.7/295.
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Literacy is widespread, but little is known about its effect on cognitive processes. Research suggests that learning to read is beneficial because it fosters awareness of the structure of language, and orthographic images of words and letters may provide memory anchors for speech. The general hypothesis of this thesis is that orthographic images aid oral language activities. Adults who are illiterate perform poorly on initial phoneme manipulation tasks, suggesting that learning to read fosters phonemic knowledge. However, literate adults may use orthographic images to aid phoneme manipulation, so this conclusion may be false. In the 11 experiments reported in this thesis, literate English speakers performed phoneme deletion/addition tasks with word and non word items - half had orthographically matched stimuli and responses (wage-age), and half were mismatched (worth-earth). Longer reaction times were expected for orthographically mismatched than matched items. The results of experiments are discussed in some detail. Future experiments are suggested to validate the models, and to investigate further the role of orthographic images in oral language activities.Doctor of Philosophy (PhD)
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Tyler, Michael Douglas. „Orthography, phoneme awareness, and the measurement of vocal response times /“. View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031219.123106/index.html.
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Bartlett, Kirsten E. „Processing SMS shortcuts : the contribution of phonology, orthography and semantics“. Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19324/.
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This thesis explores the question of whether unusual and visually irregular stimuli, such as SMS shortcuts (e.g., txt; text, l8r, later) are processed in the same way as familiar words. Early computational models such as the Dual Route Cascaded (DRC) Model (Coltheart, Rastle, Perry, Langdon & Ziegler, 2001) and the Interactive Activation (IA) model (McClelland & Rumelhart, 1981) implemented a slot based letter coding system that assumed letter positions in a word had to be accurate for word recognition to occur. However, more recent research has demonstrated that subsets of the consonants in a word (e.g., blcn-BALCON) are able to access the lexicon, suggesting that the system may be fairly flexible (Dunabeitia & Carreiras, 2011; Peressotti & Grainger, 1999). Further research with familiar abbreviations (e.g., BBC; British Broadcasting Company) suggests that these items are added to the mental lexicon implying that familiarity allows the lexical processor to accommodate visually irregular stimuli (Brysbaert, Speybroeck & Vanderelst, 2009). This finding may be expected to extend to similarly unusual items such as txt (text) or I8r (later). However, SMS shortcuts are unlike abbreviations because they are alternative spellings of existing words and may not require new lexical entries in order to be processed. As such single word shortcuts, as opposed to initialisms that represent whole phrases (e.g., /o/; laugh out loud, tbh; to be honest), share characteristics with second language cognates (e.g. the English-Spanish cognates cat and gato) that are also alternative representations of words that already exist in a lexicon. The evidence presented in this thesis supports the suggestion that visually unusual stimuli will be accommodated by the lexical processor if they are familiar and it is likely that they are added to the mental lexicon. In addition the patterns of data exhibited by SMS shortcuts are not dissimilar to those found with second language cognates. This thesis also presents a comprehensive database of SMS shortcuts that provides an indication of the frequency with which these items are currently used by a UK undergraduate population.
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Bolinger, Taylor. „How Drawing Becomes Writing: Proto-orthography in the Codex Borbonicus“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271783/.
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The scholarship on the extent of the Nahuatl writing system makes something of a sense-reference error. There are a number of occurrences in which the symbols encode a verb, three in the present tense and one in the past tense. The context of the use of calendar systems and written language in the Aztec empire is roughly described. I suggest that a new typology for is needed in order to fully account for Mesoamerican writing systems and to put to rest the idea that alphabetic orthographies are superior to other full systems. I cite neurolinguistic articles in support of this argument and suggest an evolutionary typology based on Gould's theory of Exaptation paired with the typology outlined by Justeson in his "Origins of Mesoamerican Writing" article.
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Ross, Susan. „The standardisation of Scottish Gaelic orthography 1750-2007 : a corpus approach“. Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7403/.
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This thesis investigates the standardisation of Modern Scottish Gaelic orthography from the mid-eighteenth century to the twenty-first. It presents the results of the first corpus-based analysis of Modern Scottish Gaelic orthographic development combined with an analytic approach that places orthographic choices in their sociolinguistic context. The theoretical framework behind the analysis centres on discussion of how the language ideologies of the phonographic ideal, historicism, autonomy, vernacularism and the ideology of the standard itself have shaped orthographic conventions and debates. It argues that current spelling norms reflect an orthography that is the result of compromise, historical factors and pragmatic function. The research uses a digital corpus to examine how three particular features have been used over time: the dialect variation between < eu > and < ia >; variation in s + stop consonant clusters (sd/st, sg/sc, sb/sp); and the use of the grave and acute accents. Evidence is drawn from the Corpas na Gàidhlig electronic corpus created at the University of Glasgow: the sub-corpus used in this study includes 117 published texts representing a period of over 250 years from 1750 to 2007, and a total size of over four and a quarter million words. The results confirm a key period of reform between 1750 and the early nineteenth century, and thereafter a settled norm being established in the early nineteenth century. Since then, some variation has been acceptable although changes and reform of some features have centred on increasing uniformity and regularisation.
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Giffen, Robyn. „We begin to write : creating and using the first Nabit orthography“. Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53676.
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This thesis examines the role of language ideologies and agency in the development of an orthography for the Nabit language. Based on fieldwork in the Nabdam District of Ghana, it specifically explores the role of community involvement in orthography development. Approximately 40,000 people speak the Nabit language in the Nabdam District in the Upper East Region of Ghana. Through the work of Project GROW, a non-profit organization led by Vida Yakong, a community-based research project began in order to develop an orthography for Nabit in 2011. After a multi-year collaborative research project, including the development of a Nabit Language Committee, community members finalized the Nabit alphabet in 2014 at an Alphabet Design Workshop.
Developing an orthography is a complex process as there are multiple linguistic and non-linguistic factors which must be considered in the process including which languages and orthographies speakers are already familiar with, how similar or different speakers want the orthography to be from existing orthographies, and how the orthography is seen as representing the identity of the language community. This thesis considers the factors that influenced the development of the Nabit orthography by analyzing the language ideologies of Nabit speakers, which emerged in interviews and at an Alphabet Design Workshop. In particular, this research focuses on the ideologies of language and cultural endangerment, language “purity”, and how Nabit “should” be written. By examining these language ideologies and the role they had in the creation of the Nabit orthography, this thesis demonstrates that both researchers and community members need to consider non-linguistic factors as equally important and sometimes even more important, than linguistic factors in orthography development.Graduate Studies, College of (Okanagan)
Graduate
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Saletta, Meredith Sue. „Orthography and modality influence speech production in skilled and poor readers“. Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669542.
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The acquisition of literacy skills influences both the perception and production of spoken language. The connection between spoken and written language processing develops differently in individuals with varying degrees of reading skill. Some specific phonological and orthographic factors which play a role in this developmental course include neighborhood density, orthographic transparency, and phonotactic probability. In the current study, nonword stimuli which contain manipulations of the above factors were created. Participants repeated or read aloud the nonwords. Three groups of readers participated: adults with typical reading skills, children developing reading skills typically, and adults demonstrating low levels of reading proficiency. Analyses of implicit linguistic processing, including measures of segmental accuracy, segmental variability, and articulatory stability, were conducted. Results indicated that these three groups followed a consistent pattern on all three measures, in that the typical adults demonstrated the strongest performance, the children demonstrated the weakest performance, and the adults with low levels of reading skill demonstrated intermediate performance. All three groups improved in both phonological and motor learning with practice, but only the adults with low reading skills demonstrated learning as a direct consequence of orthographic transparency. Finally, reading skill was correlated with articulatory stability in both groups of adults. These data make an important contribution to the understanding of the typology of reading disorders, as well as the influence of orthographic factors on typical language and reading development.
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Mahlangu, Katjie Sponono. „The growth and development of isiNdebele orthography and spelling (1921-2010)“. Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53429.
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This thesis examines Southern Ndebele (not Northern Ndebele or Zimbabwean Ndebele), its history, standardisation and controversies in isiNdebele orthography and spelling from 1921 to 2010.
In the late 1970s, the amaNala and amaNzunza united politically to strive for recognition as a fourth and separate Nguni ethnic group in South Africa. They were granted their own homeland (KwaNdebele) and this allowed them to develop their own language, isiNdebele. In 1980, the South-Ndebele language Board was formed, with the specific aim of standardising isiNdebele and establishing it as a written language. This campaign has been successful, and on 1 January 1985, isiNdebele became the official language of tuition in all primary schools of the KwaNdebele region. Until 1982, isiNdebele was not standardised, and several different isiNdebele orthographies were in use. In 1982, the first preliminary outline of the Southern Ndebele orthography and spelling rules was finalised. It was published in a school circular magazine known as Educamus in 1982 by the then Department of Education and Training. This guideline is a decisive document containing the official spelling rules of standard isiNdebele, and was accepted as an authentic orthographic and spelling document.
Several problems are associated with the formulation of rules and other inconsistencies in isiNdebele orthographies of 1982, 1995, 2001, 2005 and 2008. Although the 2008 orthography has been revised and adapted to the latest accepted spelling rules, there are still some controversies. This thesis therefore examines the growth and development of isiNdebele orthography and spelling from 1921 to 2010, focusing on the formulation of rules and other inconsistencies accruing from this key document and related texts in the literature. This thesis provides some input on amendments regarding the aspects of the set of rules that tend to cause controversy in the orthography and the spelling rules of isiNdebele. The input contributes to the development of isiNdebele as one of the official languages of South Africa.Thesis (DLitt)--University of Pretoria, 2015.
African Languages
DLitt
Unrestricted
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Ehrich, John Fitzgerald. „The effects of L1 orthography on processing an artificial logographic script“. Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/35768/1/John_Fitzgerald_Ehrich_Thesis.pdf.
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To date, studies have focused on the acquisition of alphabetic second languages (L2s) in alphabetic first language (L1) users, demonstrating significant transfer effects. The present study examined the process from a reverse perspective, comparing logographic (Mandarin-Chinese) and alphabetic (English) L1 users in the acquisition of an artificial logographic script, in order to determine whether similar language-specific advantageous transfer effects occurred. English monolinguals, English-French bilinguals and Chinese-English bilinguals learned a small set of symbols in an artificial logographic script and were subsequently tested on their ability to process this script in regard to three main perspectives: L2 reading, L2 working memory (WM), and inner processing strategies. In terms of L2 reading, a lexical decision task on the artificial symbols revealed markedly faster response times in the Chinese-English bilinguals, indicating a logographic transfer effect suggestive of a visual processing advantage. A syntactic decision task evaluated the degree to which the new language was mastered beyond the single word level. No L1-specific transfer effects were found for artificial language strings. In order to investigate visual processing of the artificial logographs further, a series of WM experiments were conducted. Artificial logographs were recalled under concurrent auditory and visuo-spatial suppression conditions to disrupt phonological and visual processing, respectively. No L1-specific transfer effects were found, indicating no visual processing advantage of the Chinese-English bilinguals. However, a bilingual processing advantage was found indicative of a superior ability to control executive functions. In terms of L1 WM, the Chinese-English bilinguals outperformed the alphabetic L1 users when processing L1 words, indicating a language experience-specific advantage. Questionnaire data on the cognitive strategies that were deployed during the acquisition and processing of the artificial logographic script revealed that the Chinese-English bilinguals rated their inner speech as lower than the alphabetic L1 users, suggesting that they were transferring their phonological processing skill set to the acquisition and use of an artificial script. Overall, evidence was found to indicate that language learners transfer specific L1 orthographic processing skills to L2 logographic processing. Additionally, evidence was also found indicating that a bilingual history enhances cognitive performance in L2.
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Rollings, Andrew G. „The spelling patterns of English“. Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296167.
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28
Jurish, Bryan. „Finite-state canonicalization techniques for historical German“. Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5578/.
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This work addresses issues in the automatic preprocessing of historical German input text for use by conventional natural language processing techniques. Conventional techniques cannot adequately account for historical input text due to conventional tools' reliance on a fixed application-specific lexicon keyed by contemporary orthographic surface form on the one hand, and the lack of consistent orthographic conventions in historical input text on the other. Historical spelling variation is treated here as an error-correction problem or "canonicalization" task: an attempt to automatically assign each (historical) input word a unique extant canonical cognate, thus allowing direct application-specific processing (tagging, parsing, etc.) of the returned canonical forms without need for any additional application-specific modifications. In the course of the work, various methods for automatic canonicalization are investigated and empirically evaluated, including conflation by phonetic identity, conflation by lemma instantiation heuristics, canonicalization by weighted finite-state rewrite cascade, and token-wise disambiguation by a dynamic Hidden Markov Model.Diese Arbeit behandelt Themen der automatischen Vorverarbeitung historischen deutschen Textes für die Weiterverarbeitung durch konventionelle computerlinguistische Techniken. Konventionelle Techniken können historischen Text wegen des hohen Grads an graphematischer Variation in solchem Text ohne eine solche Vorverarbeitung nicht zufriedenstellend behandeln. Variation in der historischen Rechtschreibung wird hier als Fehlerkorrekturproblem oder "Kanonikalisierungsaufgabe" behandelt: ein Versuch, jedem (historischen) Eingabewort eine eindeutige extante Äquivalente zuzuordnen; so können konventionelle Techniken ohne weitere Modifikation direkt auf den gelieferten kanonischen Formen arbeiten. Verschiedene Methoden zur automatischen Kanonikalisierung werden im Rahmen dieser Arbeit untersucht, unter anderem Konflation durch phonetische Identität, Konflation durch Lemma-Instanziierungsheuristiken, Kanonikalisierung durch eine Kaskade gewichteter endlicher Transduktoren, und Disambiguiierung von Konflationskandidaten durch ein dynamisches Hidden Markov Modell.
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Whatmough, Christine. „Activation of visual orthography by auditory phonology in dyslexic and normal readers“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq43041.pdf.
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Thaisen, Jacob Ronnow. „Studies in the Orthography of Some Early Manuscripts of Chaucer's 'Canterbury tales'“. Thesis, De Montfort University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502580.
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The systems of spelling found in the extant manuscripts of a late Middle English text are rarely considered in discussions of the transmission of that text. If they are, scholars have typically used the occurrence of dialectal spellings to allocate manuscripts to geographical areas or the occurrence of identical spellings, often unusual spellings, in corresponding locations across the manuscripts to recover the usage of the presumed archetype. The basis for much of this scholarship has been profiles which rely upon text samples or which list what spellings are found in a manuscript but do not reveal the internal distribution of these spellings in that manuscript. This study considers the spelling and codicology of nine complete, textuallyimportant manuscripts of Geoffrey Chaucer's Canterbury Tales, each of which was copied by a different scribe. The author semi-automatically indexes the electronic transcripts prepared by the Canterbury Tales Project from the spellings registered in the Project spelling databases for one of the tales. He extracts a comprehensive spelling profile for each manuscript from this index. The profiles correspond to the questionnaire used for Angus McIntosh, M.L. Samuels, et aI., A Linguistic Atlas of Late Mediaeval English (Aberdeen, 1986).
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Nikitina, Veronika. „Standardisation and variation in Latin orthography and morphology (100 BC - AD 100)“. Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:503754f7-5be5-45d6-9bb0-bb13c56f39de.
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The period 100 BC – AD 100 is often seen by scholars as the time when the 'standard' form of educated Latin was established. Standardisation, according to some, was the defining process for the fixing of written language and written norms. Once established, these written norms, we are led to believe, remained unchanged for the rest of the Antiquity. This study addresses this alleged standardisation of Latin in 100 BC – AD 100 by studying variations in spelling and morphology. Elimination of variation is a central part of establishing a standard language, while continuing variation characterises lack of standardisation. By studying variation in a diachronic perspective, therefore, we are able to assess the evidence for standardisation or lack thereof. Complete standardisation can be achieved mainly in spelling: therefore, the study of spelling is central for determining the existence of any standardisation movement. The first part of the thesis is dedicated to studying spelling variation in high-register formal inscriptions, where standardisation ought to be most evident. We discuss variation of the type maximus/maxumus, variant spellings ei and i for /ī/ and variation between assimilated and non-assimilated spelling of prefixes. A separate chapter addresses the spelling reform of Claudius. The second part of the thesis focuses on cases of morphological variation in literary and non-literary texts (variation between quis and quibus in the dat./abl. pl. and variation between active and deponent forms of verbs). The study of these cases of variation should add to our knowledge of language development in this period and provide a basis on which to begin a reassessment of standardisation in Latin. Language attitudes of literary authors and authors of nonliterary texts, which are relevant for the question of standardisation, will also be considered. My overall conclusion is that it is easy to exaggerate the importance of any standardising, and that it is important not to mix up uncontrolled linguistic change, which is a phenomenon of any language, and change, or fixing, that is the result of the conscious and deliberate efforts of language purists.
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Petchko, Ekaterina. „Predicting reading achievement in a transparent orthography: Russian children learn to read“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26602.
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CITE/Language ArtsEd.D.
This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accounted for a small amount of unique variance in both decoding accuracy and decoding rate whereas rapid naming was a unique predictor of decoding rate only. Neither verbal short-term memory nor IQ accounted for any variance in decoding. For reading comprehension, IQ and linguistic comprehension contributed a substantial amount of variance to the prediction of achievement whereas decoding rate did not. However, in a series of direct discriminant function analyses, reliable differences emerged between good and poor decoders on reading comprehension, indicating that decoding
Temple University--Theses
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TOBIA, VALENTINA ANTONIA. „Cognitive profiles of typical and atypical readers: evidence from the italian orthography“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.
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Reading process has been the focus of a great amount of research over the past decades. However, recently Share (2008) claimed that reading research has been dominated by the study of the English language, and that this “Anglocentric research agenda” limited the relevance of the large amount of knowledge on reading in typical and atypical development. In line with this observation, there is evidence that learning to read transparent writing systems, such as Italian, is easier than learning to read opaque systems (Seymour, 2005), and that the precise weight of cognitive processes involved in reading varied systematically as a function of orthography’s transparency (e.g., Ziegler et al., 2010).
The series of studies reported in this thesis investigates the reading aloud process in the Italian transparent orthography, considering school-aged children who are typical readers or have Developmental Dyslexia (DD). The first two studies examined the role of verbal and visual-attentional cognitive processes in relation to reading fluency, considering children with typical development (Chapter 2) and with DD (Chapter 3). In particular, Chapter 2 describes a cross-sectional research that analyzes the predictors of reading fluency in primary school, investigating differences in the pattern of predictors for beginners (1st and 2nd grade) and expert readers (3rd to 5th grade). Results showed that concurrent predictors of reading fluency partially change when children become expert readers: whereas in 1st and 2nd grades text reading fluency was predicted by phonological awareness and rapid automatized naming, in 3rd to 5th grade also vocabulary, verbal short-term memory and visuo-spatial attention played a significant role in the model.
The study presented in Chapter 3 focuses on group differences in the cognitive underpinnings of reading fluency, comparing dyslexic children with chronological-age and reading-age matched controls. Children with DD were significantly impaired in all the measures included in the phonological domain and in the visuo-spatial attention and verbal-visual recall tasks. Furthermore, this study provides an examination of the cognitive deficits that characterized the children with dyslexia involved in the study. Main finding is that a large group of children with DD exhibited multiple deficits, that included both the phonological and the non-verbal domains, whereas a lower number of children had a deficit exclusively in the phonological or exclusively in the visual-attention domains.
The last study presented (Chapter 4) is an experimental investigation of the autonomic response to reading tasks in children with DD and typical readers. This study also analyses the relationship between the physiological activation and some socio-emotional variables measured through questionnaires administered to children themselves and to their parents. Children with DD exhibit lower galvanic skin response during the reading aloud task. Then, it was observed a significant correlation of galvanic skin response and heart rate registered during reading tasks with parent’s evaluation of emotional difficulties presented by their children. Theoretical implications for the science of reading, as well as clinical and educational issues, are discussed.
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Hinton, Jane. „Neighbourhood effects during visual word recognition“. Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363914.
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Ozaki, Keiko. „Phonological recoding in single word recognition and text comprehension in English and Japanese“. Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310670.
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Kharrat, Laila Kiblawi. „An Age-based Etic Analysis of Orthographic Variation in Computer-mediated French Discourse“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407821/.
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This study examines orthographic variation in synchronous computer-mediated French discourse. All nontraditional variations of selected frequently occuring items are quantified in order to provide an etic (i.e., from an external perspective) analysis. The primary variable of interest is age since this study focuses on providing a comparison of chat participants in their twenties versus those in their fifties. The widespread claim is that younger people communicate using more informal and/or nontraditional forms than older people; however, the results of the present study suggest that this is not always the case. The main finding of the present study is that the twentysomethings and the fiftysomethings produce the nontraditional orthography in a similar fashion in 52.2% of the terms, and in a non-similar fashion in 47.8% of the terms. Following the presentation and discussion of the results, directions for future research are provided.
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Trajano, Marlete Sousa Milhome CarrÃ. „Aprendizagem de ortografia: uso de atividade sistemÃtica e atividades reflexivas voltadas para alunos dos anos finais do Ensino Fundamental“. Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16032.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEste trabalho apresenta o resultado de uma pesquisa sobre a eficÃcia do uso de uma estratÃgia tradicional e uma estratÃgia reflexiva no processo de aprendizagem de ortografia desenvolvidas em oitavo ano do Ensino Fundamental II, de escola pÃblica estadual localizada, no municÃpio de Fortaleza. Quando convidados a usarem a lÃngua materna escrita na variaÃÃo padrÃo, os alunos apresentam dificuldades de compreensÃo das normas ortogrÃficas. Em consequÃncia disto foram propostas duas intervenÃÃes: uma que privilegia a estratÃgia sistemÃtica tradicional, o treino ortogrÃfico, e outra que privilegia a reflexÃo e explicitaÃÃo do pensamento, intitulada de sequÃncia didÃtica. Sendo assim, a proposta deste trabalho à investigar, por comparaÃÃo, os processos de apropriaÃÃo das convenÃÃes escritas. As atividades propostas tiveram como foco as inadequaÃÃes ortogrÃficas motivadas pela correspondÃncia irregular dos grafemas âsâ, âxâ e âzâ na representaÃÃo do fonema /z/. Essas inadequaÃÃes, para este estudo, sÃo consideradas construtivas e importantes para o processo de aprendizagem, pois a partir delas o presente estudo, seguindo procedimentos qualitativos e quantitativos, toma como objetivos centrais da pesquisa: a) descrever e analisar as inadequaÃÃes motivadas pela correspondÃncia irregular que se verificam entre as letras e os sons do sistema ortogrÃfico; b) avaliar os efeitos de uma atividade sistemÃtica e de atividades reflexivas sobre a performance ortogrÃficas dos alunos. Com carÃter descritivo e base interpretativa, esta pesquisa delineia-se no modelo experimental justificado pela utilizaÃÃo de dois grupos: um grupo controle e um grupo experimental. Inicialmente foi aplicado um ditado diagnÃstico inicial para a observaÃÃo da quantidade de ocorrÃncia da inadequaÃÃo referida, em seguida foram aplicados um treino ortogrÃfico com o gruo controle e atividades reflexivas para o grupo experimental, finalmente foi aplicado outro ditado diagnÃstico, com as mesmas palavras, em que se verificou o desenvolvimento da escrita apÃs as estratÃgias referidas. Os resultados das duas estratÃgias revelam uma influÃncia positiva das duas abordagens para a ampliaÃÃo dos conhecimentos ortogrÃficos dos alunos, embora as atividades reflexivas tenham se mostrado mais eficazes.
This work shows the results of a research on the efficacy of the use of a traditional strategy and a reflective strategy concerning the orthographic learning process. The research was conducted in a public school in Fortaleza with eighth grade students, specifically, who were invited to write using their native language in a formal register but showed difficulty in understanding the ortographic rules. Because of this result, two intervention acts were proposed: orthographic training, which is a traditional systematic strategy; and didact sequence, which draws attention to reflection and clarification of thought. By means of comparison, we aim to examine the processes of appropriation of writing conventions. The proposed activities focused on inadequate spellings motivated by irregularities on the correspondence between graphemes âsâ, âxâ, âzâ and the phoneme /z/. In our research, these inadequacies are constructive and important to the learning process once they helped us establish our main goals, following qualitative and quantitative procedures. In this sense, our work aims to: a) describe and analyse inadequacies motivated by irregularities on the correspondence between letters and sounds from the orthographic system; b) evaluate the effects of systematic activities and reflective ones concerning the spelling performance of those eighth grade students. Our investigation is descriptive, has an interpretative basis and is delineated by the experimental model, which justifies the division of two groups: a control group and an experimental group. Initially, a dictation activity was done as an initial diagnosis allowing us to observe the quantity of those inadequacies previously mentioned. Then, the control group did an orthographic training activity while the experimental group did reflective activities. Finally, another diagnostic dictation activity with the same words was applied, enabling us to verify the writing development after the referred strategies have been applied. The results of both strategies have shown a positive influence of both approaches, meaning that studentsâ knowledge about spelling has been increased, although reflective activities have been shown to be more effective.
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Ghahremani-Ghajar, Sue-san. „Literacy practices: Social and linguistic issues related to reading in a second orthography“. Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6691.
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As the English language continues to hold a prominent international position both politically and academically, the need for second/foreign language (L2) learners especially those involved in the scientific and technological disciplines to read from their books in English remains a vital social and educational issue. Even though language learners seem to understand this urgency, they often show resistance towards the L2 literacy package and reading in the language which not only introduces new linguistic knowledge, but more importantly suggests change in a learner's identity. The latter seems to occur more often in situations where the learners' literacy practices do not match those in the second language. This mismatch seems to be more salient between languages in which the construction of orthographic systems are different from the Roman script. Researchers have suggested that in cultures where literacy is negotiated through scripts differing from English; as in Japanese, Chinese, and Arabic/Farsi, the levels of processing language is different in comparison to languages which use the Roman script in their literacy practices. Furthermore, research has indicated a relationship between first language reading and what takes place in the second/foreign language. For example, investigations of several variables such as background knowledge, text format, and rhetorical structure of the first language, seem to show that they either transfer to or influence second/foreign language reading. However, what has received little attention in ESL/EFL research is the influence of the first language writing system when it differs from the Roman script. The present research that was conducted in Iran, is an inquiry into reading processes of sixty-three Iranian undergraduate students. An attempt was made to explore multiple variables related to L2 reading by applying both quantitative and qualitative methodologies. For the quantitative data, multivariate statistical procedures were conducted to see which variables, namely L1 reading proficiency (first language cloze task), L2 language proficiency (second language cloze task), L1 and L2 visual search strategy (L1 and L2 visual search task) contributed most to comprehension of English text related to both a general topic and a chemistry topic. In the qualitative analysis, introspective techniques were adopted to investigate hidden issues (through think-aloud-protocols) related to social and community literacy practices not tapped in the product-oriented quantitative investigation. Results of this study reveal the influence of both sociopolitical and linguistic factors in reading English as a second/foreign language.
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Schwartz, Paul J. „A comparative study of two augmentative communication methods words strategy and traditional orthography“. Ohio : Ohio University, 1989. http://www.ohiolink.edu/etd/view.cgi?ohiou1182515534.
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Sadeghi, Amir. „Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers“. Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/7809.
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The research reported in this thesis aimed to investigate potential cognitive-linguistic predictors of reading comprehension levels amongst Persian monolingual and Persian-English bilingual primary school children. The Persian orthography, unlike English, is written from right to left. It is cursive and most of the letters change their shape when connecting to letters on one or both sides. The orthography also has the feature of using marks to represent sounds within the language. These marks are not always included in written text, particularly when the text is targeted at more experienced readers.
Over 200 school-children in Iran from grades 2 to 5 were given measures of text reading comprehension involving Cloze completion or passages followed by questions. Comprehension levels were compared to scores on measures of language competence, phonological ability, orthographic processing and speed of processing. Analyses indicated that Persian reading comprehension levels, consistent with English models of reading, were predicted by measures of linguistic competence and word decoding, with the latter being predicted by phonological and orthographic processing skills. However, orthographic skills and speed of processing showed predictions of Persian reading comprehension independent of word decoding processes, findings that differed to those predicted from the English-language derived models.
These findings were examined among over 150 Persian-English bilingual children in Persian grades 2 to 5 who attending mainstream schools in New Zealand or Australia. These children were being educated in an English medium context, but with Persian as their home language. Analyses of predictors of reading levels verified the findings reported from the monolingual data. In addition, comparisons of good and poor reading comprehenders argued for deficits in either language or word decoding skills to potentially produce different sub-groups of poor readers, with the findings also being consistent with deficits in phonological decoding and/or orthographic processing skills consistent with dual-route or triangle models of literacy learning disabilities.
The thesis findings were used to derive a model of Persian reading comprehension similar to the simple view of reading. The findings can also inform the development of cross-language models of reading and global theories of reading comprehension.
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Dare, Natasha. „Out of this word : the effect of parafoveal orthographic information on central word processing“. Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4008.
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The aim of this thesis is to investigate the effect of parafoveal information on central word processing. This topic impacts on two controversial areas of research: the allocation of attention during reading, and letter processing during word recognition. Researchers into the role of attention during reading are split into two camps, with some believing that attention is allocated serially to consecutive words and others that it is spread across multiple words in parallel. This debate has been informed by the results of recent experiments that test a key prediction of the parallel processing theory that parafoveal and foveal processing occur concurrently. However, there is a gap in the literature for tightly-controlled experiments to further test this prediction. In contrast, the study of the processing that letters undergo during word recognition has a long history, with many researchers concluding that letter identity is processed only conjointly with letter ‘slot’ position within a word, known as ‘slot-based’ coding. However, recent innovative studies have demonstrated that more word priming is produced from prime letter strings containing letter transpositions than from primes containing letter substitutions, although this work has not been extended to parafoveal letter prime presentations. This thesis will also discuss the neglected subject of how research into these separate topics of text reading and isolated word recognition can be integrated via parafoveal processing. It presents six experiments designed to investigate how our responses to a central word are affected by varying its relationship with simultaneously presented parafoveal information. Experiment 1 introduced the Flanking Letters Lexical Decision task in which a lexical decision was made to words flanked by bigrams either orthographically related or unrelated to the response word; the results indicated that there is parafoveal orthographic priming but did not support the ‘slot-based’ coding theory as letter order was unimportant. Experiments 2-4 involved eye-tracking of participants who read sentences containing a boundary change that allowed the presentation of an orthographically related word in parafoveal vision. Experiment 2 demonstrated that an orthographically related word at position n+1 reduces first-pass fixations on word n, indicating parallel processing of these words. Experiment 4 replicated this result, and also showed that altering the letter identity of word n+1 reduced orthographic priming whereas altering letter order did not, indicating that slot-based coding of letters does not occur during reading. However, Experiment 3 found that an orthographically related word presented at position n-1 did not prime word n, signifying the influence of reading direction on parafoveal processing. Experiment 5 investigated whether the parallel processing that words undergo during text reading conditions our representations of isolated words; lexical decision times to words flanked by bigrams that formed plausible or implausible contexts did not differ. Lastly, one possible cause of the reading disorder dyslexia is under- or over- processing of parafoveal information. Experiment 6 therefore replicated Experiment 1 including a sample of dyslexia sufferers but found no interaction between reading ability and parafoveal processing. Overall, the results of this thesis lead to the conclusion that there is extensive processing of parafoveal information during both reading (indicating parallel processing) and word recognition (contraindicating slot-based coding), and that underpinning both our reading and word recognition processes is the flexibility of our information-gathering mechanisms.
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Georgiou, Vasiliki. „Language ideologies in action : Planning and debating the orthography of place names in Cyprus“. Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500802.
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43
郭慧玲 und Wai-ling Polly Kwok. „Saussure's notion of the arbitrary nature of the sign, with special reference to orthography“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951673.
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44
Tomasacci, David Nelson. „A Theory of Orthography and the Fundamental Bass for the Late Oeuvre of Scriabin“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366214596.
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45
Kwok, Wai-ling Polly. „Saussure's notion of the arbitrary nature of the sign, with special reference to orthography“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2005967X.
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Lam, Ho-cheong. „Orthographic awareness in learning Chinese characters“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.
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47
Taylor, Jo S. H. „The impact of frequency, consistency, and semantics on reading aloud : an artificial orthography learning paradigm“. Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:fdae52a8-fc1c-4b3a-a69f-31125de802fa.
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Five experiments explored how we learn to read and recognise words with typical and atypical spelling-sound mappings and to generalize to novel words. In Experiment 1, adults learned to read pseudowords with typical or atypical pronunciations. There was some evidence that prior exposure to word meanings enhanced orthographic learning. However, interpretation was clouded by stimulus control problems that plague research using natural alphabets. In Experiment 2, an artificial orthography paradigm was developed to overcome these problems. Adults learned to read novel words written in novel symbols. Post-training, they could generalize, indicating extraction of individual symbol sounds. The frequency and predictability of symbol-sound mappings influenced learning and generalization, mirroring natural language findings. Experiment 3 found extended training to improve item recognition and generalization. In Experiment 4, pre-exposure to item sounds plus an object referent vs. item sounds provided equivalent benefit for orthographic learning. By the end of training, this was limited to items with low frequency unpredictable symbol-sound mappings. In Experiment 5, pre-exposure to novel definitions enhanced orthographic learning more than pre-exposure to item sounds, but by the end of training, both conditions were again equally beneficial.
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Wong, Wei-wah Claudia, und 黃惠華. „The learning of Chinese orthography and its centrality in learning Chinese as a foreign language“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45877907.
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49
Tanaka, Yuki. „A comparative study of Maya hieroglyphic writing and Japanese orthography in the quirigua hieroglyphic corpus /“. Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674100381&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2008."Department of Anthropology." Keywords: Hieroglyph, Linguistic anthropology, Maya, Phonology, Quirigua, Writing system. Includes bibliographical references (p. 132-162). Also available online.
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Tanaka, Yuki. „A Comparative Study of Maya Hieroglyphic Writing and Japanese Orthography in the Quiriguá Hieroglyphic Corpus“. OpenSIUC, 2008. https://opensiuc.lib.siu.edu/theses/417.
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This paper examines consonant-vowel syllabic spelling in Maya hieroglyphic writing, comparing it with Japanese writing, both of which use logo-syllabograms. The central aim is to suggest a new perspective that will contribute to building testable theories for Mayan hieroglyphic spelling rules. Two research questions addressed here are: 1) how does the ancient Maya spelling system work; and 2) what is the motivation behind the ancient Mayan people's choice and use of CV syllabograms and logo-syllabic writing. I will investigate these questions from the following perspectives: 1) linguistic approaches to logo-syllabic writing systems; 2) phonetics; 3) a native Japanese speaker's intuition; 4) relationships between spoken and written languages. By using linguistic theories and methods with anthropological comparative methods, I propose the hypothesis that a word-final vowel in Maya hieroglyphic writing represents either an echo-vowel, a part of grammatical morpheme, a paragogic vowel accounting for word-final syllabification, or an underspelled word-final consonant.