Journal articles on the topic 'Lexical variables'
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Chee, Qian Wen, Keng Ji Chow, Winston D. Goh, and Melvin J. Yap. "LexiCAL: A calculator for lexical variables." PLOS ONE 16, no. 4 (April 30, 2021): e0250891. http://dx.doi.org/10.1371/journal.pone.0250891.
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While a number of tools have been developed for researchers to compute the lexical characteristics of words, extant resources are limited in their useability and functionality. Specifically, some tools require users to have some prior knowledge of some aspects of the applications, and not all tools allow users to specify their own corpora. Additionally, current tools are also limited in terms of the range of metrics that they can compute. To address these methodological gaps, this article introduces LexiCAL, a fast, simple, and intuitive calculator for lexical variables. Specifically, LexiCAL is a standalone executable that provides options for users to calculate a range of theoretically influential surface, orthographic, phonological, and phonographic metrics for any alphabetic language, using any user-specified input, corpus file, and phonetic system. LexiCAL also comes with a set of well-documented Python scripts for each metric, that can be reproduced and/or modified for other research purposes.
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Jackendoff, Ray, and Jenny Audring. "Morphological schemas." New Questions for the Next Decade 11, no. 3 (December 16, 2016): 467–93. http://dx.doi.org/10.1075/ml.11.3.06jac.
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We propose a theory of the lexicon in which rules of grammar, encoded as declarative schemas, are lexical items containing variables. We develop a notation to encode precise relations among lexical items and show how this differs from the standard notion of inheritance. We also show how schemas can play both a generative role, acting as productive rules, and also a relational role, where they codify nonproductive but nevertheless prolific patterns within the lexicon. We then show how this theory of lexical relations can be embedded directly into a theory of lexical access and lexical processing, such that it can make direct contact with experimental findings.
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Vonk, Jet M. J., Roel Jonkers, H. Isabel Hubbard, Maria Luisa Gorno-Tempini, Adam M. Brickman, and Loraine K. Obler. "Semantic and lexical features of words dissimilarly affected by non-fluent, logopenic, and semantic primary progressive aphasia." Journal of the International Neuropsychological Society 25, no. 10 (September 12, 2019): 1011–22. http://dx.doi.org/10.1017/s1355617719000948.
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AbstractObjective:To determine the effect of three psycholinguistic variables—lexical frequency, age of acquisition (AoA), and neighborhood density (ND)—on lexical-semantic processing in individuals with non-fluent (nfvPPA), logopenic (lvPPA), and semantic primary progressive aphasia (svPPA). Identifying the scope and independence of these features can provide valuable information about the organization of words in our mind and brain.Method:We administered a lexical decision task—with words carefully selected to permit distinguishing lexical frequency, AoA, and orthographic ND effects—to 41 individuals with PPA (13 nfvPPA, 14 lvPPA, 14 svPPA) and 25 controls.Results:Of the psycholinguistic variables studied, lexical frequency had the largest influence on lexical-semantic processing, but AoA and ND also played an independent role. The results reflect a brain-language relationship with different proportional effects of frequency, AoA, and ND in the PPA variants, in a pattern that is consistent with the organization of the mental lexicon. Individuals with nfvPPA and lvPPA experienced an ND effect consistent with the role of inferior frontal and temporoparietal regions in lexical analysis and word form processing. By contrast, individuals with svPPA experienced an AoA effect consistent with the role of the anterior temporal lobe in semantic processing.Conclusions:The findings are in line with a hierarchical mental lexicon structure with a conceptual (semantic) and a lexeme (word-form) level, such that a selective deficit at one of these levels of the mental lexicon manifests differently in lexical-semantic processing performance, consistent with the affected language-specific brain region in each PPA variant.
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Storkel, Holly L., and Michele L. Morrisette. "The Lexicon and Phonology." Language, Speech, and Hearing Services in Schools 33, no. 1 (January 2002): 24–37. http://dx.doi.org/10.1044/0161-1461(2002/003).
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The purpose of this paper is to underscore the importance of the link between lexical and phonological acquisition by considering learning by children beyond the 50-word stage and by applying cognitive models of spoken word processing to development. Lexical and phonological variables that have been shown to influence perception and production across the lifespan are considered relative to their potential role in learning by preschool children. The effect of these lexical and phonological variables on perception, production, and learning are discussed in the context of a two-representation connectionist model of spoken word processing. The model appears to offer insights into the complex interaction between the lexicon and phonology and may be useful for clinical diagnosis and treatment of children with language delays.
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Parkin, Alan J. "The influence of lexical and structural variables on lexical decision and syllable judgment tasks." Journal of Research in Reading 8, no. 2 (September 1985): 116–26. http://dx.doi.org/10.1111/j.1467-9817.1985.tb00312.x.
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Berman, Ruth A., Ronit Nayditz, and Dorit Ravid. "Linguistic diagnostics of written texts in two school-age populations." Written Language and Literacy 14, no. 2 (September 8, 2011): 161–87. http://dx.doi.org/10.1075/wll.14.2.01ber.
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The paper considers the writing abilities of Hebrew-speaking grade school and middle school students from mid-high compared with low SES backgrounds, as reflected in stories and compositions they wrote on the topic of friendship. A range of linguistic means of expression were employed as diagnostic of school-age written text construction, focusing on the lexicon and including both devices applicable in different languages (overall text length in words and clauses, syntactic clause density, and lexical diversity and density as reflected in proportions of content words) as well as Hebrew-specific features (verb-pattern morphology and construct-state noun compounds). Analyses showed these features to differentiate across the independent variables of the study-age-schooling level, and SES background, and text genre (narrative vs. expository). In terms of genre, expository-type essays usually had denser and more lexically diverse texture than stories. In developmental perspective, lexical diagnostics improved in the texts produced by 13–14 year-olds in comparison with those of 9–10 year-olds. Finally, texts produced by middle-class children attending well-established schools were in general of better lexical quality than those produced by children from disadvantaged backgrounds attending low-achieving schools. Keywords:linguistic usage; school-age language development; SES background; discourse genre; clause length; text length, lexical quality; Hebrew
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Ruette, Tom, Katharina Ehret, and Benedikt Szmrecsanyi. "A lectometric analysis of aggregated lexical variation in written Standard English with Semantic Vector Space models." International Journal of Corpus Linguistics 21, no. 1 (March 31, 2016): 48–79. http://dx.doi.org/10.1075/ijcl.21.1.03rue.
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Lectometry is a corpus-based methodology that explores how multiple language-external dimensions shape language usage in an aggregate perspective. The paper combines this methodology with Semantic Vector Space modeling to investigate lexical variability in written Standard English, as sampled in the original Brown family of corpora (Brown, LOB, Frown and F-LOB). Based on a joint analysis of 303 lexical variables, which are semi-automatically extracted by means of a SVS, we find that lexical variation in the Brown family is systematically related to three lectal dimensions: discourse type (informative versus imaginative), standard variety (British English versus American English), and time period (1960s versus 1990s). It turns out that most lexical variables are sensitive to at least one of these three language-external dimensions, yet not every dimension has dedicated lexical variables: in particular, distinctive lexical variables for the real time dimension fail to emerge.
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Johnson, Ellen. "The relationship between lexical variation and lexical change." Language Variation and Change 5, no. 3 (October 1993): 285–303. http://dx.doi.org/10.1017/s0954394500001514.
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ABSTRACTMuch has been written about the relationship between the usage of particular social groups and language change. This article reports on a longitudinal study of lexical variables that analyzed comparable data from the 1930s and 1990. Nearly 1,000 words were tested to determine differences in usage related to age, sex, race, education, region, and rurality. Another set of tests compared the terms used at each point in time. Yielding a list of words that exhibited both change and a pattern of social or regional variation, the results indicated that males, whites, older speakers, and speakers from rural areas use more older terms. The most educated speakers use more newer terms. These findings were reinforced by an analysis of “No Response” answers, especially on questions about obsolete or agricultural referents, which were more common among females, blacks, and urban dwellers. Most of the linguistic change was not accompanied by significant social variation.
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Mairal-Usón, Ricardo, and Pamela Faber. "Lexical templates within a functional cognitive theory of meaning." Annual Review of Cognitive Linguistics 5 (November 29, 2007): 137–72. http://dx.doi.org/10.1075/arcl.5.07mai.
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Within the context of the Lexical Constructional Model, which provides a comprehensive account of the relationship between syntax and all facets on meaning construction, this paper is concerned with one of the major representational modules of the model, viz. a lexical template. It is claimed that a lexical template consists of a semantic specification plus a logical structure. The logical structure formalism is constructed on the basis of Aktionsart distinctions proposed in Role and Reference Grammar (Van Valin & Lapolla, 1997; Van Valin, 2005). Aktionsart regularities are captured by the external variables of the template, specified in Roman characters, and by a set of high-level elements of structure that function as semantic primitives. Lexical templates also contain internal variables, marked with Arabic numerals, and formally expressed in terms of a catalogue of lexical functions. These variables capture world-knowledge elements that relate in a way specific to the predicate defined by the lexical template. In order to test the viability of lexical templates, a detailed analysis of a set of verbs within the lexical domain of cognition is included.
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Guérard, Katherine, and Jean Saint-Aubin. "Assessing the effect of lexical variables in backward recall." Journal of Experimental Psychology: Learning, Memory, and Cognition 38, no. 2 (2012): 312–24. http://dx.doi.org/10.1037/a0025481.
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Lau, Mabel C., Winston D. Goh, and Melvin J. Yap. "An item-level analysis of lexical-semantic effects in free recall and recognition memory using the megastudy approach." Quarterly Journal of Experimental Psychology 71, no. 10 (January 1, 2018): 2207–22. http://dx.doi.org/10.1177/1747021817739834.
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Psycholinguists have developed a number of measures to tap different aspects of a word’s semantic representation. The influence of these measures on lexical processing has collectively been described as semantic richness effects. However, the effects of these word properties on memory are currently not well understood. This study examines the relative contributions of lexical and semantic variables in free recall and recognition memory at the item-level, using a megastudy approach. Hierarchical regression of recall and recognition performance on a number of lexical-semantic variables showed task-general effects where the structural component, frequency, number of senses, and arousal accounted for unique variance in both free recall and recognition memory. Task-specific effects included number of features, imageability, and body–object interaction, which accounted for unique variance in recall, whereas age of acquisition, familiarity, and extremity of valence accounted for unique variance in recognition. Forward selection regression analyses generally converged on these findings. Hierarchical regression also revealed that lexical variables accounted for more variance in recognition compared with recall, whereas semantic variables accounted for more unique variance above and beyond lexical variables in recall compared with recognition. Implications of the findings are discussed.
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GIERUT, JUDITH A., MICHELE L. MORRISETTE, and ANNETTE HUST CHAMPION. "Lexical constraints in phonological acquisition." Journal of Child Language 26, no. 2 (June 1999): 261–94. http://dx.doi.org/10.1017/s0305000999003797.
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Lexical diffusion, as characterized by interword variation in production, was examined in phonological acquisition. The lexical variables of word frequency and neighbourhood density were hypothesized to facilitate sound change to varying degrees. Twelve children with functional phonological delays, aged 3;0 to 7;4, participated in an alternating treatments experiment to promote sound change. Independent variables were crossed to yield all logically possible combinations of high/low frequency and high/low density in treatment; the dependent measure was generalization accuracy in production. Results indicated word frequency was most facilitative in sound change, whereas, dense neighbourhood structure was least facilitative. The salience of frequency and avoidance of high density are discussed relative to the type of phonological change being induced in children's grammars, either phonetic or phonemic, and to the nature of children's representations. Results are further interpreted with reference to interactive models of language processing and optimality theoretic accounts of linguistic structure.
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Appel, Randy, Pavel Trofimovich, Kazuya Saito, Talia Isaacs, and Stuart Webb. "Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters." ITL - International Journal of Applied Linguistics 170, no. 1 (April 5, 2019): 24–52. http://dx.doi.org/10.1075/itl.17026.app.
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Abstract This study analyzed the contribution of lexical factors to native-speaking raters’ assessments of comprehensibility and nativeness in second language (L2) speech. Using transcribed samples to reduce non-lexical sources of bias, 10 naïve L1 English raters evaluated speech samples from 97 L2 English learners across two tasks (picture description and TOEFL integrated). Subsequently, the 194 transcripts were analyzed through statistical software (e.g., Coh-metrix, VocabProfile) for 29 variables spanning various lexical dimensions. For the picture description task, separation in lexical correlates of the two constructs was found, with distinct lexical measures tied to comprehensibility and nativeness. In the TOEFL integrated task, comprehensibility and nativeness were largely indistinguishable, with identical sets of lexical variables, covering dimensions of diversity and range. Findings are discussed in relation to the acquisition, assessment, and teaching of lexical properties in L2 speech.
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McArdle, Rachel, and Richard H. Wilson. "Predicting Word-Recognition Performance in Noise by Young Listeners with Normal Hearing Using Acoustic, Phonetic, and Lexical Variables." Journal of the American Academy of Audiology 19, no. 06 (June 2008): 507–18. http://dx.doi.org/10.3766/jaaa.19.6.6.
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Purpose: To analyze the 50% correct recognition data that were from the Wilson et al (this issue) study and that were obtained from 24 listeners with normal hearing; also to examine whether acoustic, phonetic, or lexical variables can predict recognition performance for monosyllabic words presented in speech-spectrum noise. Research Design: The specific variables are as follows: (a) acoustic variables (i.e., effective root-mean-square sound pressure level, duration), (b) phonetic variables (i.e., consonant features such as manner, place, and voicing for initial and final phonemes; vowel phonemes), and (c) lexical variables (i.e., word frequency, word familiarity, neighborhood density, neighborhood frequency). Data Collection and Analysis: The descriptive, correlational study will examine the influence of acoustic, phonetic, and lexical variables on speech recognition in noise performance. Results: Regression analysis demonstrated that 45% of the variance in the 50% point was accounted for by acoustic and phonetic variables whereas only 3% of the variance was accounted for by lexical variables. These findings suggest that monosyllabic word-recognition-in-noise is more dependent on bottom-up processing than on top-down processing. Conclusions: The results suggest that when speech-in-noise testing is used in a pre- and post-hearing-aid-fitting format, the use of monosyllabic words may be sensitive to changes in audibility resulting from amplification.
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Chon, Yuah V. "Lexical Profiles and Socioeducational Variables of Korean EFL University Learners." Korean Journal of Applied Linguistics 28, no. 1 (March 31, 2012): 115. http://dx.doi.org/10.17154/kjal.2012.03.28.1.115.
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Jeong, Ye-Eun. "The Scope of Context Forming Lexical Meaning." Morphology 24, no. 2 (November 30, 2022): 347–69. http://dx.doi.org/10.51157/kmor.2022.24.2.347.
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This paper aims to clarify the scope of context forming lexical meaning by discussing the difference between literal and contextual meanings in the Korean lexicon from a pragmatic and sociolinguistic view. Literal meaning is the entailed meaning of the constituents, while contextual meaning is the implied meaning of the constituents, with the former including most subordinate compounds. In contextual meaning (α), there is temporary α as well as the more stabilized conventional α. Unlike conventional α that have already solidified into literal meaning, temporary α is actively being formed in both extralinguistic contexts, such as social stereotypes and personal variables, and intralinguistic contexts. The findings in this article can help systematically represent the mental process of context forming lexical meaning.
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Saito, Kazuya, Stuart Webb, Pavel Trofimovich, and Talia Isaacs. "LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH." Studies in Second Language Acquisition 38, no. 4 (August 18, 2015): 677–701. http://dx.doi.org/10.1017/s0272263115000297.
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This study examined contributions of lexical factors to native-speaking raters’ assessments of comprehensibility (ease of understanding) of second language (L2) speech. Extemporaneous oral narratives elicited from 40 French speakers of L2 English were transcribed and evaluated for comprehensibility by 10 raters. Subsequently, the samples were analyzed for 12 lexical variables targeting diverse domains of lexical usage (appropriateness, fluency, variation, sophistication, abstractness, and sense relations). For beginner-to-intermediate speakers, comprehensibility was related to basic uses of L2 vocabulary (fluent and accurate use of concrete words). For intermediate-to-advanced speakers, comprehensibility was linked to sophisticated uses of L2 lexis (morphologically accurate use of complex, less familiar, polysemous words). These findings, which highlight complex associations between lexical variables and L2 comprehensibility, suggest that improving comprehensibility requires attention to multiple lexical domains of L2 performance.
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Walker, Marianna M., Hiller Spires, and Michael P. Rastatter. "Hemispheric Processing Characteristics for Lexical Decisions in Adults with Reading Disorders." Perceptual and Motor Skills 92, no. 1 (February 2001): 273–87. http://dx.doi.org/10.2466/pms.2001.92.1.273.
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The present study measured unilateral tachistoscopic vocal reaction times and error responses of reading-disordered and normally reading adults to single words and nonwords in a series of lexical decision tasks at two linguistic levels (concrete and abstract words). Analysis of variance on reaction times indicated that main effects of stimulus type, visual field, and the interaction of these variables were not significant for the reading-disordered group, but visual field and an interaction of visual field and stimulus type were for the normally reading adults. Error rate showed a significant interaction of stimulus x visual field for the reading-disordered group but not for the normal reading group. Post hoc tests showed significant differences in error rates between visual fields for concrete lexicon but not for abstract or nonsense lexicon for the reading-disordered group. These findings suggest a deficit in interhemispheric lexical transfer occurs for reading-disordered samples and suggest use of a callosal relay model wherein the left hemisphere is allocated responsibility for performing central operations underlying lexical decisions by adults with reading disorders.
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DeDe, Gayle. "Effects of Lexical Variables on Silent Reading Comprehension in Individuals With Aphasia: Evidence From Eye Tracking." Journal of Speech, Language, and Hearing Research 60, no. 9 (September 18, 2017): 2589–602. http://dx.doi.org/10.1044/2017_jslhr-l-16-0045.
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Purpose Previous eye-tracking research has suggested that individuals with aphasia (IWA) do not assign syntactic structure on their first pass through a sentence during silent reading comprehension. The purpose of the present study was to investigate the time course with which lexical variables affect silent reading comprehension in IWA. Three lexical variables were investigated: word frequency, word class, and word length. Methods IWA and control participants without brain damage participated in the experiment. Participants read sentences while a camera tracked their eye movements. Results IWA showed effects of word class, word length, and word frequency that were similar to or greater than those observed in controls. Conclusions IWA showed sensitivity to lexical variables on the first pass through the sentence. The results are consistent with the view that IWA focus on lexical access on their first pass through a sentence and then work to build syntactic structure on subsequent passes. In addition, IWA showed very long rereading times and low skipping rates overall, which may contribute to some of the group differences in reading comprehension.
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Ashton, Michael C., and Kibeom Lee. "A defence of the lexical approach to the study of personality structure." European Journal of Personality 19, no. 1 (January 2005): 5–24. http://dx.doi.org/10.1002/per.541.
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In recent years there have been many investigations of personality structure, and much of this research has been based on the lexical strategy for finding the major personality dimensions. However, this approach has frequently been criticized on several grounds, including concerns regarding the use of adjectives as personality variables, the use of lay observers of personality, the limited explanatory power of lexically derived personality dimensions, and the lack of any similar strategies used in other sciences. In this paper, these criticisms are addressed in detail and judged to be invalid. It is argued that the study of personality structure via the lexical approach is an important area of research. Copyright © 2004 John Wiley & Sons, Ltd.
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Tse, Chi-Shing, and Melvin J. Yap. "The role of lexical variables in the visual recognition of two-character Chinese compound words: A megastudy analysis." Quarterly Journal of Experimental Psychology 71, no. 9 (January 1, 2018): 2022–38. http://dx.doi.org/10.1177/1747021817738965.
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To examine the effect of lexical variables on two-character Chinese compound word processing, we performed item-level hierarchical regression analyses on lexical decision megastudy data of 18,983 two-character Chinese compound words. The first analysis determined the unique item-level variance explained by orthographic (frequency and stroke count), phonological (consistency, homophonic density), and semantic (transparency) variables. Both character and word variables were considered. Results showed that orthographic and semantic variables, respectively, accounted for more collective variance than phonological variables, suggesting that Chinese skilled readers rely more on orthographic and semantic information than phonological information when processing visually presented words. The second analysis tested interactive effects of lexical variables and showed significant semantic transparency × cumulative character frequency and word frequency × cumulative character frequency interactions. The effect of cumulative character frequency was stronger for transparent words than for opaque words and was stronger for low-frequency words than for high-frequency words. However, there was no semantic transparency × word frequency interaction in reaction time. Implications of the current findings on models of Chinese compound word processing are discussed.
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STORKEL, HOLLY L. "Developmental differences in the effects of phonological, lexical and semantic variables on word learning by infants." Journal of Child Language 36, no. 2 (September 2, 2008): 291–321. http://dx.doi.org/10.1017/s030500090800891x.
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ABSTRACTThe influence of phonological (i.e. individual sounds), lexical (i.e. whole-word forms) and semantic (i.e. meaning) characteristics on the words known by infants age 1 ; 4 to 2 ; 6 was examined, using an existing database (Dale & Fenson, 1996). For each noun, word frequency, two phonological (i.e. positional segment average, biphone average), two lexical (i.e. neighborhood density, word length) and four semantic variables (i.e. semantic set size, connectivity, probability resonance, resonance strength) were computed. Regression analyses showed that more infants knew (1) words composed of low-probability sounds and sound pairs, (2) shorter words with high neighborhood density, and (3) words that were semantically related to other words, both in terms of the number and strength of semantic connections. Moreover, the effect of phonological variables was constant across age, whereas the effect of lexical and semantic variables changed across age.
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Salleh, Rabiah Tul Adawiyah Mohamed, Bruno Di Biase, and Satomi Kawaguchi. "Lexical and morphological development: A case study of Malay English bilingual first language acquisition." Psychology of Language and Communication 25, no. 1 (January 1, 2021): 29–61. http://dx.doi.org/10.2478/plc-2021-0003.
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Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment to which the child was alternatively exposed might have played an important role in her lexical and grammatical development. Thus, the study presents two sets of data: (a) a 12-month longitudinal investigation when the child was 2;10 up till 3;10 in Australia and (b) a one-off elicitation session at age 4;8 when the family was in Malaysia. The findings show that not only the emergence of grammar is linked to the lexical size of the developing languages, but that other variables, mainly the linguistic environment and the bilingual language mode, also influenced the child’s language productions.
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Fitzsimmons-Doolan, Shannon. "Using lexical variables to identify language ideologies in a policy corpus." Corpora 9, no. 1 (May 2014): 57–82. http://dx.doi.org/10.3366/cor.2014.0051.
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Though theorised as important objects of inquiry, language ideologies – beliefs about the roles of language in society – are difficult to identify from texts because of their covert nature. Language ideologies of institutions are thought to have particular power with respect to subsequent policy development at micro- and macro levels. This study applies an inductive, corpus-based approach to identify language ideologies in a corpus of language policy texts using lexical items as variables. A corpus of more than one-million words of educational language policy texts from the 2010 Arizona Department of Education website was explored using collocate and factor analysis. The resulting solution accounted for 47.48 percent of the variance investigated. Five language ideology factors were identified and interpreted using quantitative and qualitative techniques: ‘written language as measurably communicative’, ‘language acquisition as systematically metalinguistic and monolingual’, ‘academic language as standard and informational’, ‘language acquisition as a process of decoding meaning’ and ‘nativeness of language skills as marking group variation’. The findings (a) present likely ideological stances of the Department of Education in a state where educational language policy development has been robust in recent years, and (b) validate the somewhat novel methodological approach used in this study.
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Zareva, Alla. "Lexical complexity of academic presentations." Journal of Second Language Studies 2, no. 1 (April 18, 2019): 71–92. http://dx.doi.org/10.1075/jsls.18003.zar.
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Abstract The present study examined the lexical complexity profiles of academic presentations of three groups of university students (N = 93) – native English speaking, English as a second language, and English as a lingua franca users. It adopted a notion of lexical complexity which includes lexical diversity, lexical density, and lexical sophistication as main dimensions of the framework. The study aimed at finding out how the three academically similar groups of presenters compared on their lexical complexity choices, what the lexical complexity profiles of high quality students’ academic presentations looked like, and whether we can identify variables that contribute to the overall lexical complexity of presentations given by each group in a unique way. The findings revealed overwhelming similarities across the three groups of presenters and also suggested that the three dimensional framework provides a holistic picture of the lexical complexity for various groups of English for academic purposes presenters.
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MOORE, MICHELLE W. "Consonant age of acquisition effects are robust in children's nonword repetition performance." Applied Psycholinguistics 39, no. 5 (April 30, 2018): 933–59. http://dx.doi.org/10.1017/s014271641800005x.
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ABSTRACTThe underlying processes of nonword repetition (NWR) have been studied extensively in both typical and atypical development. Most of the research examining long-term memory effects on NWR has focused on lexical and sublexical variables that can only be computed relative to the lexicon of a specific language (e.g., phonotactic probability). Sublexical variables that can be defined without reference to the lexicon (e.g., consonant age of acquisition; CAoA) have received little attention, although recent work has shown a CAoA effect on NWR in young adults by measuring performance differences when the stimuli comprise consonants acquired later versus earlier in speech development. The purpose of this study was to identify whether this sublexical effect occurs earlier in development. Thirty-one typically developing first and second graders completed NWR, nonword reading, and auditory lexical decision tasks. Nonword accuracy and word–nonword discriminability were consistently lower for items comprising later versus earlier acquired phonemes, even after controlling for vocabulary knowledge, but there were no differences in speed measures. Patterns of performance were similar to the CAoA effects observed in young adults from previous work. Results indicate that the sensitivity of NWR performance to these sublexical long-term memory effects occurs in childhood and reflects adultlike patterns of performance.
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Liu, Yu. "Relating Lexical Access and Second Language Speaking Performance." Languages 5, no. 2 (April 13, 2020): 13. http://dx.doi.org/10.3390/languages5020013.
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Vocabulary plays a key role in speech production, affecting multiple stages of language processing. This pilot study investigates the relationships between second language (L2) learners’ lexical access and their speaking fluency, speaking accuracy, and speaking complexity. Fifteen L2 learners of Chinese participated in the experiment. A task-specific, native-referenced vocabulary test was used to measure learners’ vocabulary size and lexical retrieval speed. Learners’ speaking performance was measured by thirteen variables. The results showed that lexical access was significantly correlated with learners’ speech rate, lexical accuracy, syntactic accuracy, and lexical complexity. Vocabulary size and lexical retrieval speed were significant predictors of speech rate. However, vocabulary size and lexical retrieval speed each affected learners’ speaking performance differently. Learners’ speaking fluency, accuracy, and complexity were all affected by vocabulary size. No significant correlation was found between lexical retrieval speed and syntactic complexity. Findings in this study support the Model of Bilingual Speech Production, revealing the significant role lexical access plays in L2 speech production.
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Schmalz, Xenia, and Claudio Mulatti. "Busting a myth with the Bayes Factor." Mental Lexicon 12, no. 2 (December 31, 2017): 263–82. http://dx.doi.org/10.1075/ml.17009.sch.
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Abstract Psycholinguistic researchers identify linguistic variables and assess if they affect cognitive processes. One such variable is letter bigram frequency, or the frequency with which a given letter pair co-occurs in an orthography. While early studies reported that bigram frequency affects visual lexical decision, subsequent, well-controlled studies not shown this effect. Still, researchers continue to use it as a control variable in psycholinguistic experiments. We propose two reasons for the persistence of this variable: (1) Reporting no significant effect of bigram frequency cannot provide evidence for no effect. (2) Despite empirical work, theoretical implications of bigram frequency are largely neglected. We perform Bayes Factor analyses to address the first issue. In analyses of existing large-scale databases, we find no effect of bigram frequency in lexical decision in the British Lexicon Project, and some evidence for an inhibitory effect in the English Lexicon Project. We find strong evidence for an effect in reading aloud. This suggests that, for lexical decision, the effect is unstable, and may depend on item characteristics and task demands rather than reflecting cognitive processes underlying visual word recognition. We call for more consideration of theoretical implications of the presence or absence of a bigram frequency effect.
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Dakhi, Saniago, and Horas Hutabarat. "LANGUAGE EFFECTIVENESS AND FACTORS INFLUENCING SCIENTIFIC WRITING OF INDONESIAN UNDERGRADUATE THESIS." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 61. http://dx.doi.org/10.25134/erjee.v7i1.1496.
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The linguistic feature distinction between written and spoken discourse, like scientific writing, narrative text, discussion text, oral speech, etc. has been a longstanding discussion among scholars. However, there is limited number of studies on Indonesian undergraduate thesis context. This article reports the language effectiveness, i.e. lexical density and grammatical complexity of undergraduate thesis using the Flesch�s Analysis of the Readability of Adult Reading Materials (1974) and the determinant factors influencing them. This descriptive study, applying online system application, was conducted in an Indonesian pseudonym university. Forty-two undergraduate theses were used as data source of lexical density and grammatical complexity, and four English lecturers participated on interview. Results showed that the average lexical density ratio was 42.14 and the grammatical complexity was 14.54. On the other hand, the determinant factors of academic writing holistically encompass; (1) psychological factors including identity awareness, motivation, and conceptual competency, (2) sociocultural factor covering personal experience, and (3) linguistic factors, namely linguistic awareness and application, and mechanical competency. To sum up, three important conclusions are drawn. Firstly, there is no exactly the same lexical density and grammatical complexity across chapters of the undergraduate theses. Secondly, the undergraduate theses are lexically acceptable, but grammatically are not as they are interpreted as American students� slick fiction product. Finally, variables affecting academic writing are not only linguistic factors, but also psychological and sociocultural ones.Keywords: lexical density; grammatical complexity; undergraduate thesis; Indonesian context; academic writing; language effectiveness.
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Raeisi, Massome, Hossein Vahid Dastjerdi, and Mina Raeisi. "Lexico-grammatical Analysis of Native and Non-native Abstracts Based on Halliday’s SFL Model." Theory and Practice in Language Studies 9, no. 11 (November 1, 2019): 1388. http://dx.doi.org/10.17507/tpls.0911.03.
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The present study attempts to qualitatively investigate lexico-grammatical properties of academic journal abstracts written by both native and non-native speakers in educational psychology, based on Halliday’s systemic functional linguistic (SFL) Model. To this end, 30 (15 native and 15 non-native) abstracts were selected and downloaded from two international journals as the corpus of the study. In order to determine lexico-grammatical features of both groups, the frequencies of three variables i.e. lexical density, adjuncts, and transitivity were compared and contrasted. The results showed that no significant difference was seen between native and non-native abstracts in terms of lexical density (59.72% and 59.91% respectively). Adjuncts were used more in the non-native abstracts than in native ones. Moreover, lexico-grammatical features of transitivity items (existential, verbal, behavioral, mental, material, and relational) in non-native abstracts were significantly more than the native ones. The findings of this study can be useful for EFL students as well as teachers to enhance the quality of their writings for presenting them in academic contexts and leading journals.
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Wang, Chunlei, and Na Li. "Bilingual Lexical Representation and Its Access." Journal of Critical Studies in Language and Literature 1, no. 4 (October 18, 2020): 22–27. http://dx.doi.org/10.46809/jcsll.v1i4.39.
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The purpose of this paper is to explore the terminology, concepts and access to bilingual lexical representation. The core problem of linguistic cognitive structure is linguistic representation which is the reflection of individual psychology on linguistic knowledge. In terms of linguistic representation, the research and experiments on the evidence of lexical representation in modern psycholinguistic period are reviewed. Psycholinguistic studies attempt to apply elucidate language theories and model systems to operate and interpret representational data. We recognize that the use of the concept of lexical representation may contribute to the search for "psychological grammar" .Moreover, we present the original intention of studying bilingual representation and three approaches of the bilingual lexical representation: lexical meaning, direct representation of reality, functional representations. Our focuses are models of lexical access, variables that influence lexical access and appraising models of lexical access. Then we represent models of lexical access, which are influenced by variety of factors, including the frequency of a word, its phonological structure, its syntactic category, its morphological structure, the presence of semantically related words, and the existence of alternative meaning of the word. It is concluded that bilingual lexical representation access is influenced by a variety of factors.
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Castro, Nichol, and Massimo Stella. "The multiplex structure of the mental lexicon influences picture naming in people with aphasia." Journal of Complex Networks 7, no. 6 (April 23, 2019): 913–31. http://dx.doi.org/10.1093/comnet/cnz012.
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Abstract An emerging area of research in cognitive science is the utilization of networks to model the structure and processes of the mental lexicon in healthy and clinical populations, like aphasia. Previous research has focused on only one type of word similarity at a time (e.g., semantic relationships), even though words are multi-faceted. Here, we investigate lexical retrieval in a picture naming task from people with Broca’s and Wernicke’s aphasia and healthy controls by utilizing a multiplex network structure that accounts for the interplay between multiple semantic and phonological relationships among words in the mental lexicon. Extending upon previous work, we focused on the global network measure of closeness centrality which is known to capture spreading activation, an important process supporting lexical retrieval. We conducted a series of logistic regression models predicting the probability of correct picture naming. We tested whether multiplex closeness centrality was a better predictor of picture naming performance than single-layer closeness centralities, other network measures assessing local and meso-scale structure, psycholinguistic variables and group differences. We also examined production gaps, or the difference between the likelihood of producing a word with the lowest and highest closeness centralities. Our results indicated that multiplex closeness centrality was a significant predictor of picture naming performance, where words with high closeness centrality were more likely to be produced than words with low closeness centrality. Additionally, multiplex closeness centrality outperformed single-layer closeness centralities and other multiplex network measures, and remained a significant predictor after controlling for psycholinguistic variables and group differences. Furthermore, we found that the facilitative effect of closeness centrality was similar for both types of aphasia. Our results underline the importance of integrating multiple measures of word similarities in cognitive language networks for better understanding lexical retrieval in aphasia, with an eye towards future clinical applications.
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Agustín Llach, María Pilar. "An Overview of Variables Affecting Lexical Transfer in Writing: A Review Study." International Journal of Linguistics 2, no. 1 (August 8, 2010): 2. http://dx.doi.org/10.5296/ijl.v2i1.445.
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SAITO, KAZUYA, STUART WEBB, PAVEL TROFIMOVICH, and TALIA ISAACS. "Lexical correlates of comprehensibility versus accentedness in second language speech." Bilingualism: Language and Cognition 19, no. 3 (June 17, 2015): 597–609. http://dx.doi.org/10.1017/s1366728915000255.
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The current project investigated the extent to which several lexical aspects of second language (L2) speech – appropriateness, fluency, variation, sophistication, abstractness, sense relations – interact to influence native speakers’ judgements of comprehensibility (ease of understanding) and accentedness (linguistic nativelikeness). Extemporaneous speech elicited from 40 French speakers of English with varied L2 proficiency levels was first evaluated by 10 native-speaking raters for comprehensibility and accentedness. Subsequently, the dataset was transcribed and analyzed for 12 lexical factors. Various lexical properties of L2 speech were found to be associated with L2 comprehensibility, and especially lexical accuracy (lemma appropriateness) and complexity (polysemy), indicating that these lexical variables are associated with successful L2 communication. In contrast, native speakers’ accent judgements seemed to be linked to surface-level details of lexical content (abstractness) and form (variation, morphological accuracy) rather than to its conceptual and contextual details (e.g., lemma appropriateness, polysemy).
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MCKEAN, CRISTINA, CAROLYN LETTS, and DAVID HOWARD. "Functional reorganization in the developing lexicon: separable and changing influences of lexical and phonological variables on children's fast-mapping." Journal of Child Language 40, no. 2 (January 20, 2012): 307–35. http://dx.doi.org/10.1017/s0305000911000444.
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ABSTRACTNeighbourhood Density (ND) and Phonotactic Probability (PP) influence word learning in children. This influence appears to change over development but the separate developmental trajectories of influence of PP and ND on word learning have not previously been mapped. This study examined the cross-sectional developmental trajectories of influence of PP and ND on fast-mapping in thirty-eight English-speaking children aged 3 ; 01–5 ; 02, in a task varying PP and ND orthogonally. PP and ND exerted separable influences on fast-mapping. Overall, low ND supported better fast-mapping. The influence of PP changed across the developmental trajectory, ‘switching’ from a high to a low PP advantage. A potential explanation for this ‘switch’ is advanced, suggesting that it represents functional reorganization in the developing lexicon, which emerges from changes in the developing lexicon, as phonological knowledge is abstracted from lexical knowledge, over development.
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Armstrong, Nigel. "Variable deletion of French /l/: linguistic, social and stylistic factors." Journal of French Language Studies 6, no. 1 (March 1996): 1–21. http://dx.doi.org/10.1017/s0959269500004956.
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ABSTRACTThis article considers variable /l/-deletion in the French definite articles, subject clitic pronouns and in one frequent phono-lexical context, exemplified by table ‘table’ and ronfle ‘snore’. It reports the treatment of /l/ by a sample of secondary schoolchildren from Lorraine in north-eastern France. The definite articles and subject clitics are considered on the one hand in relation to the linguistic constraints which influence /l/-deletion, and on the other to the extra-linguistic variables of age, sex and speech style. Variable /l/-deletion in the phono-lexical context referred to above is examined principally in relation to the lexical input which influences /l/-deletion. Finally, we consider whether the sociolinguistic patterns reported here are indicative of linguistic change in progress, or whether the effects observed are revelatory rather of attitudes to non-standard linguistic forms inculcated in speakers by normative French pedagogy.
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López-Villaseñor, Miguel Lázaro. "The Effects of Base Frequency and Affix Productivity in Spanish." Spanish journal of psychology 15, no. 2 (July 2012): 505–12. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n2.38861.
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In this study we present the results of a lexical decision experiment where the variables manipulated are Base frequency and Affix productivity. The results show significant main effects for both variables for the first time in Spanish, as well as for the interaction between the two. However, pair analysis shows that the Base Frequency effect is not significant when the Affix Productivity is low, while the Affix Productivity effect is produced regardless of the Base Frequency. The results for the main effects show a morphological representation in the lexicon, whilst the results of pair comparisons suggest a different representation of stems and affixes in the lexicon. These results support the idea that complex words incorporating unproductive affixes are processed differently from words incorporating productive affixes. The results are finally explained in terms of a hierarchical model of morphological processing.
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Jamshidifarsani, Hossein, Samir Garbaya, and Ioana Andreea Stefan. "Intelligent Modeling for In-Home Reading and Spelling Programs." Computers 12, no. 3 (March 1, 2023): 56. http://dx.doi.org/10.3390/computers12030056.
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Technology-based in-home reading and spelling programs have the potential to compensate for the lack of sufficient instructions provided at schools. However, the recent COVID-19 pandemic showed the immaturity of the existing remote teaching solutions. Consequently, many students did not receive the necessary instructions. This paper presents a model for developing intelligent reading and spelling programs. The proposed approach is based on an optimization model that includes artificial neural networks and linear regression to maximize the educational value of the pedagogical content. This model is personalized, tailored to the learning ability level of each user. Regression models were developed for estimating the lexical difficulty in the literacy tasks of auditory and visual lexical decision, word naming, and spelling. For building these regression models, 55 variables were extracted from French lexical databases that were used with the data from lexical mega-studies. Forward stepwise analysis was conducted to identify the top 10 most important variables for each lexical task. The results showed that the accuracy of the models (based on root mean square error) reached 88.13% for auditory lexical decision, 89.79% for visual lexical decision, 80.53% for spelling, and 83.86% for word naming. The analysis of the results showed that word frequency was a key predictor for all the tasks. For spelling, the number of irregular phoneme-graphemes was an important predictor. The auditory word recognition depended heavily on the number of phonemes and homophones, while visual word recognition depended on the number of homographs and syllables. Finally, the word length and the consistency of initial grapheme-phonemes were important for predicting the word-naming reaction times.
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Cortese, Michael J., and Maya M. Khanna. "Age of acquisition predicts naming and lexical-decision performance above and beyond 22 other predictor variables: An analysis of 2,342 words." Quarterly Journal of Experimental Psychology 60, no. 8 (August 2007): 1072–82. http://dx.doi.org/10.1080/17470210701315467.
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Age of acquisition (AoA) ratings were obtained and were used in hierarchical regression analyses to predict naming and lexical-decision performance for 2,342 words (from Balota, Cortese, Sergent-Marshall, Spieler, & Yap, 2004). In the analyses, AoA was included in addition to the set of predictors used by Balota et al. (2004). AoA significantly predicted latency performance on both tasks above and beyond the standard predictor set. However, AoA was more strongly related to lexical-decision performance than to naming performance. Finally, the previously reported effect of imageability on naming latencies by Balota et al. was not significant with AoA included as a factor. These results are consistent with the idea either that AoA has a semantic/lexical locus or that AoA effects emerge primarily in situations in which the input–output mapping is arbitrary.
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Crepaldi, Davide, Wei-Chun Che, I. Fan Su, and Claudio Luzzatti. "Lexical-Semantic Variables Affecting Picture and Word Naming in Chinese: A Mixed Logit Model Study in Aphasia." Behavioural Neurology 25, no. 3 (2012): 165–84. http://dx.doi.org/10.1155/2012/178401.
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Lexical-semantic variables (such as word frequency, imageability and age of acquisition) have been studied extensively in neuropsychology to address the structure of the word production system. The evidence available on this issue is still rather controversial, mainly because of the very complex interrelations between lexical-semantic variables. Moreover, it is not clear whether the results obtained in Indo-European languages also hold in languages with a completely different structure and script, such as Chinese. The objective of the present study is to investigate this specific issue by studying the effect of word frequency, imageability, age of acquisition, visual complexity of the stimuli to be named, grammatical class and morphological structure in word and picture naming in Chinese. The effect of these variables on naming and reading accuracy of healthy and brain-damaged individuals is evaluated using mixed-effect models, a statistical technique that allows to model both fixed and random effects; this feature substantially enhances the statistical power of the technique, so that several variables–and their complex interrelations–can be handled effectively in a unique analysis. We found that grammatical class interacts consistently across tasks with morphological structure: all participants, both healthy and brain-damaged, found simple nouns significantly easier to read and name than complex nouns, whereas simple and complex verbs were of comparable difficulty. We also found that imageability was a strong predictor in picture naming, but not in word naming, whereas the contrary held true for age of acquisition. These results are taken to indicate the existence of a morphological level of processing in the Chinese word production system, and that reading aloud may occur along a non-semantic route (either lexical or sub-lexical) in this language.
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Hsu, Chien-Ju, and Cynthia K. Thompson. "Manual Versus Automated Narrative Analysis of Agrammatic Production Patterns: The Northwestern Narrative Language Analysis and Computerized Language Analysis." Journal of Speech, Language, and Hearing Research 61, no. 2 (February 15, 2018): 373–85. http://dx.doi.org/10.1044/2017_jslhr-l-17-0185.
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Purpose The purpose of this study is to compare the outcomes of the manually coded Northwestern Narrative Language Analysis (NNLA) system, which was developed for characterizing agrammatic production patterns, and the automated Computerized Language Analysis (CLAN) system, which has recently been adopted to analyze speech samples of individuals with aphasia (a) for reliability purposes to ascertain whether they yield similar results and (b) to evaluate CLAN for its ability to automatically identify language variables important for detailing agrammatic production patterns. Method The same set of Cinderella narrative samples from 8 participants with a clinical diagnosis of agrammatic aphasia and 10 cognitively healthy control participants were transcribed and coded using NNLA and CLAN. Both coding systems were utilized to quantify and characterize speech production patterns across several microsyntactic levels: utterance, sentence, lexical, morphological, and verb argument structure levels. Agreement between the 2 coding systems was computed for variables coded by both. Results Comparison of the 2 systems revealed high agreement for most, but not all, lexical-level and morphological-level variables. However, NNLA elucidated utterance-level, sentence-level, and verb argument structure–level impairments, important for assessment and treatment of agrammatism, which are not automatically coded by CLAN. Conclusions CLAN automatically and reliably codes most lexical and morphological variables but does not automatically quantify variables important for detailing production deficits in agrammatic aphasia, although conventions for manually coding some of these variables in Codes for the Human Analysis of Transcripts are possible. Suggestions for combining automated programs and manual coding to capture these variables or revising CLAN to automate coding of these variables are discussed.
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GATT, Daniela, Roberta BALDACCHINO, and Barbara DODD. "Which measure of socioeconomic status best predicts bilingual lexical abilities and how? A focus on four-year-olds exposed to two majority languages." Journal of Child Language 47, no. 4 (February 24, 2020): 737–65. http://dx.doi.org/10.1017/s0305000919000886.
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AbstractThis study evaluates the ability of different measures of socioeconomic status (SES) to predict lexical outcomes for preschoolers raised in a context of nationwide bilingualism. The participants were 58 children aged 3;11–4;3 from Maltese-dominant homes who attended state preschools. Receptive picture name judgement and picture naming, in Maltese and English, were employed to measure receptive and expressive lexical abilities, respectively. Lexical outcomes for four individual SES variables and a single composite SES measure were similar but not directly interchangeable. The composite SES variable emerged as most strongly predictive of children's lexical performance. Receptive judgement of phonological accuracy improved similarly in both languages with higher composite SES. Naming skills increased significantly in English but not in Maltese, suggesting differences in English input related to parental SES. A focus on SES in relation to lexical skills in two majority languages is novel and adds to current understanding of normative bilingual acquisition.
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CODERRE, EMILY L., WALTER J. B. VAN HEUVEN, and KATHY CONKLIN. "The timing and magnitude of Stroop interference and facilitation in monolinguals and bilinguals." Bilingualism: Language and Cognition 16, no. 2 (November 20, 2012): 420–41. http://dx.doi.org/10.1017/s1366728912000405.
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Executive control abilities and lexical access speed in Stroop performance were investigated in English monolinguals and two groups of bilinguals (English–Chinese and Chinese–English) in their first (L1) and second (L2) languages. Predictions were based on a bilingual cognitive advantage hypothesis, implicating cognitive control ability as the critical factor determining Stroop interference; and two bilingual lexical disadvantage hypotheses, focusing on lexical access speed. Importantly, each hypothesis predicts different response patterns in a Stroop task manipulating stimulus onset asynchrony (SOA). There was evidence for a bilingual cognitive advantage, although this effect was sensitive to a number of variables including proficiency, language immersion, and script. In lexical access speed, no differences occurred between monolinguals and bilinguals in their native languages, but there was evidence for a delay in L2 processing speed relative to the L1. Overall, the data highlight the multitude of factors affecting executive control and lexical access speed in bilinguals.
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Riad, Tomas. "Högt och lågt i skandinaviska dialekter." Scandinavistica Vilnensis, no. 9 (December 20, 2014): 123–42. http://dx.doi.org/10.15388/scandinavisticavilnensis.2014.9.10.
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The typology of Scandinavian dialects is based on prosodic features, namely tone and intonation. We look at three variables that account for the variation between the large dialect groups: 1. The value of the lexical tone in accent 2, 2. Whether there is one or two association points for the tonal contour in compounds, and 3. Whether there is spreading or interpolation between the lexical tone and the prominence tone in compounds. The relevance of these variables is illustrated by comparisons of real pronunciations from several dialects, including Olso (East Norwegian), Göteborg (West Swedish), Stockholm (Central Swedish), Norberg (Dala Swedish), Skåne (South Swedish), and Luleå (North Swedish).
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Honko, Mari. "Sadutettu sanasto: puhutun kielen leksikaalinen diversiteetti arviointikohteena." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 163–92. http://dx.doi.org/10.30660/afinla.73136.
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This study analyses lexical diversity (sums of probabilities) in spoken narratives of L1 and L2 school age children (n = 99) and compares the results to the lexical diversity of written narratives of the group of comparison. The key research questions are: a) does the lexical diversity of the spoken narratives systematically differ from the lexical diversity of written narratives and b) does the lexical diversity of spoken narratives systematically differ depending on five individual variables: lexical skills, language proficiency, L1 , gender and age of the speaker? All the narratives are produced in Finnish in storytelling events during the spring semester of the 2d and 3rd school year. Sums of probabilities is an index of lexical diversity. It is based on widely used D (Malvern & Richards ) and can be used with texts that differ in length and genre.
The results reveal a weak but significant difference between the lexical diversity of spoken and written narratives and weak but complex correlations between the lexical diversity of spoken narratives and the proficiency level as well as the lexical skills of the child. However, there is no correlation or other appreciable connection between the lexical diversity and language background (L1 /L2 ), gender or the school grade of the child. In addition, in L2 group there is no connection between the lexical diversity and the length of residence in Finnish speaking environment or, between the lexical diversity and the specific language difficulties observed by their teacher, either. The results are discussed and compared with the individual differences in turns and turn-taking during the storytelling event tentatively.
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Martin, Nadine, Robert W. Weisberg, and Eleanor M. Saffran. "Variables influencing the occurrence of naming errors: Implications for models of lexical retrieval." Journal of Memory and Language 28, no. 4 (August 1989): 462–85. http://dx.doi.org/10.1016/0749-596x(89)90022-3.
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Defior, Sylvia, Fernando Justicia, and Francisco J. Martos. "The influence of lexical and sublexical variables in normal and poor Spanish readers." Reading and Writing 8, no. 6 (December 1996): 487–97. http://dx.doi.org/10.1007/bf00577024.
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Kittredge, Audrey K., Gary S. Dell, and Myrna F. Schwartz. "Aphasic picture-naming errors reveal the influence of lexical variables on production stages." Brain and Language 99, no. 1-2 (October 2006): 216–17. http://dx.doi.org/10.1016/j.bandl.2006.06.116.
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CAINES, Andrew, Emma ALTMANN-RICHER, and Paula BUTTERY. "The cross-linguistic performance of word segmentation models over time." Journal of Child Language 46, no. 6 (October 11, 2019): 1169–201. http://dx.doi.org/10.1017/s0305000919000485.
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AbstractWe select three word segmentation models with psycholinguistic foundations – transitional probabilities, the diphone-based segmenter, and PUDDLE – which track phoneme co-occurrence and positional frequencies in input strings, and in the case of PUDDLE build lexical and diphone inventories. The models are evaluated on caregiver utterances in 132 CHILDES corpora representing 28 languages and 11.9 m words. PUDDLE shows the best performance overall, albeit with wide cross-linguistic variation. We explore the reasons for this variation, fitting regression models to performance scores with linguistic properties which capture lexico-phonological characteristics of the input: word length, utterance length, diversity in the lexicon, the frequency of one-word utterances, the regularity of phoneme patterns at word boundaries, and the distribution of diphones in each language. These properties together explain four-tenths of the observed variation in segmentation performance, a strong outcome and a solid foundation for studying further variables which make the segmentation task difficult.
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Cortese, Michael J., Mark Yates, Jocelyn Schock, and Lizete Vilks. "Examining word processing via a megastudy of conditional reading aloud." Quarterly Journal of Experimental Psychology 71, no. 11 (January 1, 2018): 2295–313. http://dx.doi.org/10.1177/1747021817741269.
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Results from a megastudy on conditional reading aloud for 2,145 monosyllabic words are reported. In stepwise regression analyses, the predictor variables accounted for over 66% of the reaction time (RT) variance. Linear mixed effect modelling on log RT indicated that every variable that related to RT in either reading aloud or lexical decision also related to RT in conditional reading aloud. Notably, differences among tasks were observed. Specifically, lexical decision showed stronger reliance on semantic information than the other two tasks, but conditional reading aloud also showed strong reliance on semantic information. Interestingly, feedback consistency affected reading aloud and conditional reading but not lexical decision. Pairwise correlations revealed that conditional reading aloud performance showed moderately strong relationships to lexical decision and reading aloud performance, whereas reading aloud and lexical decision performance were weakly related to each other. Conditional reading aloud produces reliable data that can be used to examine word processing. Theoretical challenges moving forward include how to best conceptualise and model processes involved in this task.