Journal articles: 'Phonological facilitation'

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GOR, KIRA. "Phonological priming and the role of phonology in nonnative word recognition." Bilingualism: Language and Cognition 21, no. 3 (February 13, 2018): 437–42. http://dx.doi.org/10.1017/s1366728918000056.

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Research on nonnative auditory word recognition makes use of a lexical decision task with phonological priming to explore the role of phonological form in nonnative lexical access. In a medium-lag lexical decision task with phonological priming, nonnative speakers treat minimal pairs of words differentiated by a difficult phonological contrast as a repetition of the same word. While native speakers show facilitation in medium-lag priming only for identical word pairs, nonnative speakers also show facilitation for minimal pairs. In short-lag phonological priming, when the prime and the target have phonologically overlapping onsets, nonnative speakers show facilitation, while native speakers show inhibition. This review discusses two possible reasons for facilitation in nonnative phonological priming: reduced sensitivity to nonnative phonological contrasts, and reduced lexical competition of nonnative words with underdifferentiated, or fuzzy phonolexical representations. Nonnative words may be processed sublexically, which leads to sublexical facilitation instead of the inhibition resulting from lexical competition.

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Parris, Benjamin A., Dinkar Sharma, Brendan S. Hackett Weekes, Mohammad Momenian, Maria Augustinova, and Ludovic Ferrand. "Response Modality and the Stroop Task." Experimental Psychology 66, no. 5 (September 2019): 361–67. http://dx.doi.org/10.1027/1618-3169/a000459.

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Abstract. A long-standing debate in the Stroop literature concerns whether the way we respond to the color dimension determines how we process the irrelevant dimension, or whether word processing is purely stimulus driven. Models and findings in the Stroop literature differ in their predictions about how response modes (e.g., responding manually vs. vocally) affect how the irrelevant word is processed (i.e., phonologically, semantically) and the interference and facilitation that results, with some predicting qualitatively different Stroop effects. Here, we investigated whether response mode modifies phonological facilitation produced by the irrelevant word. In a fully within-subject design, we sought evidence for the use of a serial print-to-speech prelexical phonological processing route when using manual and vocal responses by testing for facilitating effects of phonological overlap between the irrelevant word and the color name at the initial and final phoneme positions. The results showed phoneme overlap leads to facilitation with both response modes, a result that is inconsistent with qualitative differences between the two response modes.

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BI, YANCHAO, YAODA XU, and ALFONSO CARAMAZZA. "Orthographic and phonological effects in the picture–word interference paradigm: Evidence from a logographic language." Applied Psycholinguistics 30, no. 4 (October 2009): 637–58. http://dx.doi.org/10.1017/s0142716409990051.

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ABSTRACTOne important finding with the picture–word interference paradigm is that picture-naming performance is facilitated by the presentation of a distractor (e.g., CAP) formally related to the picture name (e.g., “cat”). In two picture-naming experiments we investigated the nature of such form facilitation effect with Mandarin Chinese, separating the effects of phonology and orthography. Significant facilitation effects were observed both when distractors were only orthographically or only phonologically related to the targets. The orthographic effect was overall stronger than the phonological effect. These findings suggest that the classic form facilitation effect in picture–word interference is a mixed effect with multiple loci: it cannot be attributed merely to the nonlexical activation of the target phonological segments from the visual input of the distractor. It seems instead that orthographically only related distractors facilitate the lexical selection process of picture naming, and phonologically only related distractors facilitate the retrieval of target phonological segments.

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Klaus, Jana, and Herbert Schriefers. "An investigation of the role of working memory capacity and naming speed in phonological advance planning in language production." Mental Lexicon 13, no. 2 (December 31, 2018): 159–85. http://dx.doi.org/10.1075/ml.17020.kla.

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Abstract Producing multi-word utterances is a complex, yet relatively effortless process. Research with the picture-word interference paradigm has shown that speakers can plan all elements of such utterances up to the phonological level before initiating speech, yet magnitude and direction of this phonological priming effect (i.e. facilitative vs. inhibitory) differ between but also within studies. We investigated possible sources for variability in the phonological advance planning scope. In two experiments, participants produced bare nouns (“monkey”) and complex noun phrases (“the small red monkey”) while ignoring distractor words phonologically (un)related to the noun. For low- and high-working memory capacity speakers as well as fast and slow speakers, we found phonological facilitation effects for the bare noun, but no distractor effects for the complex noun phrases. However, looking at individual distractor effects for utterance-final elements revealed a large variability between speakers. We conclude that phonological advance planning cannot be summarised as an overall effect, but should take into account inter- and intraindividual variability.

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Gor, Kira, and Svetlana V. Cook. "A mare in a pub? Nonnative facilitation in phonological priming." Second Language Research 36, no. 1 (April 23, 2018): 123–40. http://dx.doi.org/10.1177/0267658318769962.

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A phonological priming experiment reports inhibition for Russian prime-target pairs with onset overlap in native speakers. When preceded by the phonological prime /kabɨla/, the target /kabak/ ( кобыла – КАБАК, mare – PUB) takes longer to respond than the same target preceded by a phonologically unrelated word. English-speaking late learners of Russian also show inhibition, but only for high-frequency prime-target pairs. Conversely, they show facilitation for low-frequency pairs. In semantic priming (e.g. carnation – DAISY), facilitation is observed for the same two lexical frequency ranges both in native speakers and learners of Russian, suggesting that the primes and targets in the low-frequency range are familiar to the nonnative participants. We interpret nonnative phonological facilitation for low-frequency words as evidence for sublexical processing of less familiar words that is accompanied by reduced lexical competition in nonnative lexical access. We posit that low lexical competition is due to unfaithful, or fuzzy phonolexical representations: nonnative speakers are unsure about the exact phonological form of low-frequency words. Such unfaithful representations are not strongly engaged in lexical competition and selection. High reliance on sublexical rather than lexical processing may be a general property of nonnative word recognition in case when the words are less familiar and have a low level of entrenchment.

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KNUPSKY, AIMEE C., and PAUL C. AMRHEIN. "Phonological facilitation through translation in a bilingual picture-naming task." Bilingualism: Language and Cognition 10, no. 3 (October 25, 2007): 211–23. http://dx.doi.org/10.1017/s1366728907003033.

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We present a critical examination of phonological effects in a picture–word interference task. Using a methodology minimizing stimulus repetition, English/Spanish and Spanish/English bilinguals named pictures in either L1 or L2 (blocked contexts) or in both (mixed contexts) while ignoring word distractors in L1 or L2. Distractors were either phonologically related to the picture name (direct; FISH–fist), or related through translation to the picture name (TT; LEG–milk–leche), or they were unrelated (bear–peach). Results demonstrate robust activation of phonological representations by translation equivalents of word distractors. Although both direct and TT distractors facilitated naming, TT facilitation was more consistent in L2 naming and under mixed contexts.

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Catts, Hugh W. "Facilitating Phonological Awareness." Language, Speech, and Hearing Services in Schools 22, no. 4 (October 1991): 196–203. http://dx.doi.org/10.1044/0161-1461.2204.196.

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Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed. It is argued that speech-language pathologists have the training and clinical expertise, as well as the opportunity to play an integral role in the development and implementation of these programs.

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Kirschen, Matthew P., Mathew S. Davis-Ratner, Thomas E. Jerde, Pam Schraedley-Desmond, and John E. Desmond. "Enhancement of Phonological Memory Following Transcranial Magnetic Stimulation (TMS)." Behavioural Neurology 17, no. 3-4 (2006): 187–94. http://dx.doi.org/10.1155/2006/469132.

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Phonologically similar items (mell, rell, gell) are more difficult to remember than dissimilar items (shen, floy, stap), likely because of mutual interference of the items in the phonological store. Low-frequency transcranial magnetic stimulation (TMS), guided by functional magnetic resonance imaging (fMRI) was used to disrupt this phonological confusion by stimulation of the left inferior parietal (LIP) lobule. Subjects received TMS or placebo stimulation while remembering sets of phonologically similar or dissimilar pseudo-words. Consistent with behavioral performance of patients with neurological damage, memory for phonologically similar, but not dissimilar, items was enhanced following TMS relative to placebo stimulation. Stimulation of a control region of the brain did not produce any changes in memory performance. These results provide new insights into how the brain processes verbal information by establishing the necessity of the inferior parietal region for optimal phonological storage. A mechanism is proposed for how TMS reduces phonological confusion and leads to facilitation of phonological memory.

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Starreveld, Peter A., and Wido La Heij. "What about phonological facilitation, response-set membership, and phonological coactivation?" Behavioral and Brain Sciences 22, no. 1 (February 1999): 56–58. http://dx.doi.org/10.1017/s0140525x9941177x.

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Starreveld, Peter, and Wido La Heij. "Phonological facilitation of grammatical gender retrieval." Language and Cognitive Processes 19, no. 6 (December 2004): 677–711. http://dx.doi.org/10.1080/01690960444000061.

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Hoffman, Paul R. "Spelling, Phonology, and the Speech-Language Pathologist." Language, Speech, and Hearing Services in Schools 21, no. 4 (October 1990): 238–43. http://dx.doi.org/10.1044/0161-1461.2104.238.

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Assumptions basic to the whole language philosophy of education are enumerated and exemplified with regard to facilitation of spelling and phonological abilities. It is suggested that development of spelling and phonological knowledge progress through similar stages and are enhanced by whole language experiences. Inasmuch as speech-language pathologists are the school-based professionals who are most knowledgeable regarding phonological development, they are encouraged to: (a) serve as a resource to teachers in the instruction of spelling, (b) be aware of potential problems in spelling development in phonologically delayed children, and (c) utilize whole language strategies that relate speech production to reading and writing within their phonological therapy.

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La Heij, Wido, and Simone Petri Akerboom. "Word Comprehension in a Second Language: A Direct or an Indirect Route to Meaning?" Psychological Reports 100, no. 3 (June 2007): 838–46. http://dx.doi.org/10.2466/pr0.100.3.838-846.

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For bilingual persons, comprehension of a word in a second language (L2 word) could be achieved via an indirect route, in which the L2 word is first translated into the first language (L1) before meaning is accessed, or via a direct route, in which an L2 word directly activates its meaning. To test these two accounts, proficient Dutch-English bilinguals were asked to translate and to categorize L2 words of high and low familiarity. These L2 words were accompanied by a Dutch context word that was either phonologically related or unrelated to its Dutch translation equivalent. The results showed a clear phonological facilitation effect in the translation task but no phonological facilitation in the categorization task. This result was taken as evidence for a “direct route” from the L2 word to its meaning.

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ROELOFS, ARDI, and KIM VERHOEF. "Modeling the control of phonological encoding in bilingual speakers." Bilingualism: Language and Cognition 9, no. 2 (June 22, 2006): 167–76. http://dx.doi.org/10.1017/s1366728906002513.

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Phonological encoding is the process by which speakers retrieve phonemic segments for morphemes from memory and use the segments to assemble phonological representations of words to be spoken. When conversing in one language, bilingual speakers have to resist the temptation of encoding word forms using the phonological rules and representations of the other language. We argue that the activation of phonological representations is not restricted to the target language and that the phonological representations of languages are not separate. We advance a view of bilingual control in which condition-action rules determine what is done with the activated phonological information depending on the target language. This view is computationally implemented in the WEAVER++ model. We present WEAVER++ simulations of the cognate facilitation effect (Costa, Caramazza and Sebastián-Gallés, 2000) and the between-language phonological facilitation effect of spoken distractor words in object naming (Hermans, Bongaerts, de Bot and Schreuder, 1998).

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Filipovic-Djurdjevic, Dusica, Petar Milin, and Laurie Feldman. "Bi-alphabetism: A window on phonological processing." Psihologija 46, no. 4 (2013): 421–38. http://dx.doi.org/10.2298/psi1304421f.

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In Serbian, lexical decision latencies to words composed of letters that exist in both the Roman and Cyrillic alphabets (some of which have different phonemic interpretations in each) are slower than for the unique alphabet transcription of those same words. In this study, we use the effect of phonological ambiguity to explore the time course of semantic facilitation. Targets are either the phonologically ambiguous forms (e.g., PETAK meaning ?Friday? when pronounced as a Roman string /petak/ but without meaning when pronounced in Cyrillic as /retak/) or the unique alphabet transcription of the same word (?ETAK). We manipulate alphabet match and semantic relatedness of prime to target. In addition to replicating slowing due to phonological ambiguity, we show 1) greater alphabet switch cost for bivalent then for unambiguous targets as well as for unrelated then for related prime-target pairs and 2) greater semantic facilitation as the number of shared common letters between prime and target increases. Results reveal the interaction of phonological and semantic processes in Serbian. The findings are discussed in terms of a triangle model of language processing, which hypothesizes a division of labor between an orthography-to-semantics, and an orthographyto-phonology-to-semantics route and their simultaneous contribution to activation of meaning.

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Pellet Cheneval, Pauline, and Marina Laganaro. "Phonological and grammatical class cohorts in word production." Mental Lexicon 14, no. 1 (November 11, 2019): 68–97. http://dx.doi.org/10.1075/ml.18008.pel.

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Abstract The lexical or sub-lexical loci of facilitation of word production by phonological cueing/priming are debated. We investigate whether phonological cues facilitate word production at the level of lexical selection by manipulating the size of the cohort of word onsets matching the cue. In the framework of lexical facilitation, a phonological cue corresponding to a small number of words should be more effective than a cue corresponding to a larger cohort. However, a lexical locus can clearly be inferred only if the facilitation effect in picture naming is modulated by a specific grammatical lexical cohort and not by the overall word onset cohort. Twenty-seven healthy participants performed an object/noun (Exp1) and an action/verb (Exp2) naming task with cues corresponding to large/small noun/verb onset cohorts. Results revealed that facilitation was modulated by the lexical onset cohort size of the cue in the target grammatical category. These results favour the lexical hypothesis and further suggest a categorical organization of the lexicon.

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Hodgson, Catherine, Myrna F. Schwartz, Tatiana T. Schnur, and Adelyn Brecher. "Facilitation and interference in phonological blocked-cyclic naming." Brain and Language 95, no. 1 (October 2005): 46–47. http://dx.doi.org/10.1016/j.bandl.2005.07.017.

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Schriefers, H. "Phonological Facilitation in the Production of Two-word Utterances." European Journal of Cognitive Psychology 11, no. 1 (March 1999): 17–50. http://dx.doi.org/10.1080/713752301.

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Heath, Shiree, Anthony Angwin, Anna Holmes, Katie McMahon, Lyndsey Nickels, Sophia van Hees, and David Copland. "Neural Substrates and Timecourse of Phonological Facilitation in Aphasia." Procedia - Social and Behavioral Sciences 6 (2010): 117–18. http://dx.doi.org/10.1016/j.sbspro.2010.08.059.

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Turnbull, Rory, and Sharon Peperkamp. "The asymmetric contribution of consonants and vowels to phonological similarity." Mental Lexicon 12, no. 3 (December 31, 2017): 404–30. http://dx.doi.org/10.1075/ml.17010.tur.

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Abstract Lexical priming is known to arise from phonological similarity between prime and target, and this phenomenon is an important component of our understanding of the processes of lexical access and competition. However, the precise nature of the role of phonological similarity in lexical priming is understudied. In the present study, two experiments were conducted in which participants performed auditory lexical decision on CVC targets which were preceded by primes that either matched the target in all phonemes (CVC condition), in the first two phonemes (CV_ condition), the last two phonemes (_VC condition), the initial and last phonemes (C_C condition) or no phonemes (unrelated condition). Relative to the unrelated condition, all conditions except CV_ led to facilitation of response time to target words. The _VC and C_C conditions led to equivalent facilitation magnitude, while the CV_ condition showed neither facilitation nor inhibition. Accounting for these results requires appeal to processes of lexical competition and also to the notion that phonemes do not lend equivalent phonological similarity; that is, vowels and consonants are processed differently.

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Ho-Dac, Tuc. "Tonal facilitation of code-switching." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 129–51. http://dx.doi.org/10.1075/aral.20.2.08hod.

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Abstract This paper investigates the role in which Vietnamese tones may hold in facilitating code-switching between Vietnamese and English. Stress patterns of English and perceptual pattern of the six Vietnamese tones were compared (Vietnamese assigns one tone to each syllable). The analysis of Vietnamese tones immediately preceding code-switching reveals that there is a statistically significant proportion of the high tone group at the point of switching. This fact, together with the perceptually phonological compatibility between Vietnamese tones of high and mid-level pitch and English stressed vs unstressed syllables, suggests that code-switching tends to be facilitated by the mid-level to high pitch Vietnamese tones.

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Lorenz, Antje, Pienie Zwitserlood, Stefanie Regel, and Rasha Abdel Rahman. "Age-related effects in compound production: Evidence from a double-object picture naming task." Quarterly Journal of Experimental Psychology 72, no. 7 (November 9, 2018): 1667–81. http://dx.doi.org/10.1177/1747021818806491.

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This study investigated effects of healthy ageing and of non-verbal attentional control on speech production. Young and older speakers participated in a picture-word interference (PWI) task with compound targets. To increase the processing load, the two pictures of the compounds’ constituents were presented side-by-side for spoken naming (e.g., a picture of a sun + a picture of a flower to be named with sunflower). Written distractors either corresponded to the first or second constituent ( sun or flower → sunflower), or were semantically related either to the first constituent of the target ( moon → sunflower) or to the second constituent/whole word ( tulip → sunflower). Morpho-phonological facilitation was obtained for both constituents, whereas semantic interference was restricted to first-constituent-related semantic distractors. Furthermore, a trend towards facilitation was obtained for distractors that were semantically related to the whole word. Older speakers were slower and produced more errors than young speakers. While morphological effects of first-constituent distractors were stronger for the elderly, the semantic effects were not affected by age. Non-verbal attentional control processes, measured in the Simon task, significantly contributed to morpho-phonological priming in the elderly, but they did not affect semantic interference or semantic facilitation. With a picture naming task that increases the semantic and lexical processing load, we corroborate earlier evidence that word-finding difficulties in the elderly result from deficient phonological encoding, whereas lexical-semantic and morpho-phonological representations remain stable with age.

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Martin, Nadine. "Phonological Facilitation of Semantic Errors in Normal and Aphasic Speakers." Language and Cognitive Processes 11, no. 3 (June 1996): 257–82. http://dx.doi.org/10.1080/016909696387187.

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Perlak, Danuta, Laurie Beth Feldman, and Gonia Jarema. "Defining regularity." Mental Lexicon 3, no. 2 (September 17, 2008): 239–58. http://dx.doi.org/10.1075/ml.3.2.04per.

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In the present study we use a cross-modal (auditory-visual) priming paradigm to examine the influence on word recognition of phonological/orthographic variation between morphologically related nouns. We exploit particular characteristics of a highly inflected language, Polish, in which consonantal stem-boundary (portre/tɕ/e-portre/t/ ‘portrait’) and vocalic stem-internal (obr/ɔ/tem-obr/u/t ‘turn’) alternations occur. The impact of morphological relatedness was measured against an orthographic and an unrelated baseline condition. Invariant magnitudes of morphological facilitation arose across the two baseline conditions. More importantly, non-alternating as well as alternating morphological relatives showed robust facilitation. When comparing items featuring predictable stem-boundary change only and those featuring the stem-boundary and vocalic stem-internal changes, effects of morphological relatedness did not interact with degree of phonological/orthographic variation. We argue that morphological facilitation survives accross styles of alternation that vary from language to language.

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Tsai, Pei-Tzu, and Nan Bernstein Ratner. "Involvement of the Central Cognitive Mechanism in Word Production in Adults Who Stutter." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1269–82. http://dx.doi.org/10.1044/2016_jslhr-s-14-0224.

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Purpose The study examined whether semantic and phonological encoding processes were capacity demanding, involving the central cognitive mechanism, in adults who do and do not stutter (AWS and NS) to better understand the role of cognitive demand in linguistic processing and stuttering. We asked (a) whether the two linguistic processes in AWS are capacity demanding, which can temporally disrupt the processing of a concurrent nonlinguistic task, and (b) whether AWS and NS show similar patterns of temporal disruption in the two processes. Method Twenty AWS and 20 matched NS participated in the study. We examined semantic interference and phonological facilitation effects, using the picture–word interference paradigm, under concurrent and sequential processing of a secondary, nonlinguistic task. Results Both AWS and NS showed statistically significant semantic interference and phonological facilitation effects, and both effects caused temporal disruption to the processing of a secondary task to the predicted extent. Conclusions The observed result patterns in both AWS and NS suggest that both semantic and phonological encoding processes are capacity demanding and can be vulnerable to concurrent processing demands. This finding on NS is inconsistent with the current literature on young, fluent adults and warrants further investigation.

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Praamstra, Peter, Antje S. Meyer, and Willem J. M. Levelt. "Neurophysiological Manifestations of Phonological Processing: Latency Variation of a Negative ERP Component Timelocked to Phonological Mismatch." Journal of Cognitive Neuroscience 6, no. 3 (July 1994): 204–19. http://dx.doi.org/10.1162/jocn.1994.6.3.204.

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Two experiments examined phonological priming effects on reaction times, error rates, and event-related brain potential (ERP) measures in an auditory lexical decision task. In Experiment 1 related prime-target pairs rhymed, and in Experiment 2 they alliterated (i.e., shared the consonantal onset and vowel). Event-related potentials were recorded in a delayed response task. Reaction times and error rates were obtained both for the delayed and an immediate response task. The behavioral data of Experiment 1 provided evidence for phonological facilitation of word, but not of nonword decisions. The brain potentials were more negative to unrelated than to rhyming word-word pairs between 450 and 700 rnsec after target onset. This negative enhancement was not present for word-nonword pairs. Thus, the ERP results match the behavioral data. The behavioral data of Experiment 2 provided no evidence for phonological Facilitation. However, between 250 and 450 msec after target onset, i.e., considerably earlier than in Experiment 1, brain potentials were more negative for unrelated than for alliterating Word-word and word-nonword pairs. It is argued that the ERP effects in the two experiments could be modulations of the same underlying component, possibly the N400. The difference in the timing of the effects is likely to be due to the fact that the shared segments in related stimulus pairs appeared in different word positions in the two experiments.

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Clopper, Cynthia G., and Abby Walker. "Effects of Lexical Competition and Dialect Exposure on Phonological Priming." Language and Speech 60, no. 1 (August 3, 2016): 85–109. http://dx.doi.org/10.1177/0023830916643737.

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A cross-modal lexical decision task was used to explore the effects of lexical competition and dialect exposure on phonological form priming. Relative to unrelated auditory primes, matching real word primes facilitated lexical decision for visual real word targets, whereas competing minimal pair primes inhibited lexical decision. These effects were robust across two English vowel pairs (mid–front and low–front) and for two listener groups (mono-dialectal and multi-dialectal). However, both the most robust facilitation and the most robust inhibition were observed for the mid–front vowel words with few phonological competitors for the mono-dialectal listener group. The mid–front vowel targets were acoustically more distinct than the low–front vowel targets, suggesting that acoustic–phonetic similarity leads to stronger lexical competition and less robust facilitation and inhibition. The multi-dialectal listeners had more prior exposure to multiple different dialects than the mono-dialectal group, suggesting that long-term exposure to linguistic variability contributes to a more flexible processing strategy in which lexical competition extends over a longer period of time, leading to less robust facilitation and inhibition.

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van Donselaar, Wilma, Mariëtte Koster, and Anne Cutler. "Exploring the Role of Lexical stress in Lexical Recognition." Quarterly Journal of Experimental Psychology Section A 58, no. 2 (February 2005): 251–73. http://dx.doi.org/10.1080/02724980343000927.

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Three cross-modal priming experiments examined the role of suprasegmental information in the processing of spoken words. All primes consisted of truncated spoken Dutch words. Recognition of visually presented word targets was facilitated by prior auditory presentation of the first two syllables of the same words as primes, but only if they were appropriately stressed (e.g., OKTOBER preceded by okTO-); inappropriate stress, compatible with another word (e.g., OKTOBER preceded by OCto-, the beginning of octopus), produced inhibition. Monosyllabic fragments (e.g., OC-) also produced facilitation when appropriately stressed; if inappropriately stressed, they produced neither facilitation nor inhibition. The bisyllabic fragments that were compatible with only one word produced facilitation to semantically associated words, but inappropriate stress caused no inhibition of associates. The results are explained within a model of spoken-word recognition involving competition between simultaneously activated phonological representations followed by activation of separate conceptual representations for strongly supported lexical candidates; at the level of the phonological representations, activation is modulated by both segmental and suprasegmental information.

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ZHANG, DONGBO, CHERN-FAR CHIN, and LI LI. "Metalinguistic awareness in bilingual children's word reading: A cross-lagged panel study on cross-linguistic transfer facilitation." Applied Psycholinguistics 38, no. 2 (July 26, 2016): 395–426. http://dx.doi.org/10.1017/s0142716416000278.

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ABSTRACTThis longitudinal study examined metalinguistic awareness in bilingual word reading development among Malay–English bilingual children in Singapore. Participants were assessed with the same tasks twice with a 1-year interval from Grade 3 to Grade 4 in phonological and morphological awareness and derived word decoding in both English and Malay. Structural equation modeling analyses revealed that both types of metalinguistic awareness significantly predicted derived word reading in both languages. Subsequent cross-lagged panel modeling found construct-level transfer facilitation effect from Malay on English for phonological awareness but conversely from English on Malay for morphological awareness. Neither type of metalinguistic awareness exerted a transfer facilitation effect on word reading. These findings shed light on the developmental mechanism of cross-linguistic transfer in biliteracy acquisition.

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FARNIA, FATANEH, and ESTHER GEVA. "Cognitive correlates of vocabulary growth in English language learners." Applied Psycholinguistics 32, no. 4 (April 7, 2011): 711–38. http://dx.doi.org/10.1017/s0142716411000038.

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ABSTRACTThis study modeled vocabulary trajectories in 91 English language learners (ELLs) with Punjabi, Tamil, or Portuguese home languages, and 50 English monolinguals (EL1) from Grades 1 to 6. The concurrent and longitudinal relationships between phonological awareness and phonological short-term memory and vocabulary were examined. ELLs underperformed EL1s on vocabulary across all grades. Although vocabulary grew faster in ELLs than in EL1s in the primary grades, they did not close the gap after 6 years of English schooling. Mutual facilitation was found between phonological awareness, English-like nonwords, and vocabulary. A unidirectional relationship was found between Hebrew-like nonwords and vocabulary suggesting that the relationship between phonological short-term memory and vocabulary can be more accurately captured when using nonwords based on a remote, unfamiliar language.

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Chiarello, Christine. "Orthographic and Phonological Facilitation from Unattended Words: Evidence for Bilateral Processing." Laterality: Asymmetries of Body, Brain and Cognition 4, no. 2 (April 1999): 97–125. http://dx.doi.org/10.1080/713754333.

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Pisoni, Alberto, Milena Cerciello, Zaira Cattaneo, and Costanza Papagno. "Phonological facilitation in picture naming: When and where? A tDCS study." Neuroscience 352 (June 2017): 106–21. http://dx.doi.org/10.1016/j.neuroscience.2017.03.043.

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Ziegler, Johannes C., Mathilde Muneaux, and Jonathan Grainger. "Neighborhood effects in auditory word recognition: Phonological competition and orthographic facilitation." Journal of Memory and Language 48, no. 4 (May 2003): 779–93. http://dx.doi.org/10.1016/s0749-596x(03)00006-8.

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Chambrè, Susan J., Linnea C. Ehri, and Molly Ness. "Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders." Reading and Writing 33, no. 5 (November 15, 2019): 1133–62. http://dx.doi.org/10.1007/s11145-019-09997-w.

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Miller, Kimberly M., and Diane Swick. "Orthography Influences the Perception of Speech in Alexic Patients." Journal of Cognitive Neuroscience 15, no. 7 (October 1, 2003): 981–90. http://dx.doi.org/10.1162/089892903770007371.

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Interactive models of reading propose that phonological representations directly activate and/or constrain orthographic representations through feedback. These models also predict that spoken words should activate their orthographic forms. The effect of word orthography on auditory lexical access was investigated in two patients with alexia without agraphia. Several theories of alexia suggest that letter-by-letter reading results from impaired access to orthographic representations. Although alexics can often correctly identify orally spelled words and spell to dictation, it is unknown whether they can access the whole orthographic “word-form” as a unit via auditory presentation. The nonobligatory activation of orthography was examined in an auditory lexical decision task, in which the orthographic and phonological similarity between prime and target was manipulated. In controls, the combined effect of phonological and orthographic relatedness (OP) produced greater facilitation than phonological relatedness alone, indicating that orthography can influence auditory lexical decisions. The alexics displayed patterns of facilitation comparable to controls, suggesting they can quickly access whole-word orthographic information via the auditory modality. An alternate account posits that the OP advantage does not require on-line access of orthography, but instead is a developmental by-product of learning to read an orthographically inconsistent language. The results have implications for cognitive theories of alexia and provide support for interactive models of word recognition.

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Wei, Ran. "The Semantic and Phonological Priming in Written Chinese Word Recognition." International Journal of Linguistics 14, no. 1 (February 17, 2022): 65. http://dx.doi.org/10.5296/ijl.v14i1.19460.

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Semantic priming refers to a facilitation of responding speed due to the presentation of a semantically related word, while, similarly, phonological priming refers to improved recognition of a target word preceded by a word sharing the same phonological feature. Even though both of these priming effects were proved to be effective in lexical processing, it is still uncertain about whether there is difference between semantic priming effect and phonological priming effect in visual word recognition. This study focused on semantic and phonological priming effects in reading two-character Chinese words. With the lexical decision task, 18 native Mandarin speakers voluntarily took part in the experiment. It was shown that the responding speed to the target word preceded by semantic primes was faster than that preceded by phonological primes than that preceded by unrelated control primes. In other words, there are positive semantic and phonological priming effects in reading Chinese, and the effect of semantic priming is stronger than that of phonological priming. The findings supported dual-route model in lexical processing and shed more light on the studies concerning semantic and phonological priming effects in reading Chinese words.

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Fey, Marc E., Patricia L. Cleave, Anna I. Ravida, Steven H. Long, Amy E. Dejmal, and Deborah L. Easton. "Effects of Grammar Facilitation on the Phonological Performance of Children With Speech and Language Impairments." Journal of Speech, Language, and Hearing Research 37, no. 3 (June 1994): 594–607. http://dx.doi.org/10.1044/jshr.3703.594.

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Although there is a great deal of evidence for a significant developmental relationship between grammar and phonology, the nature of this relationship and its implications for the intervention of children with impairments in both grammar and phonology are unclear. The purpose of this investigation was to determine whether two approaches to grammar facilitation that placed no emphasis on phonology would have indirect effects on the phonological output of preschoolers with speech and language impairments. All 26 subjects, ages 44–70 months, had impairments both in grammar and in phonology. Ten subjects took part in a clinician-administered intervention program, eight subjects received a similar intervention program implemented by their parents, and eight children served as delayed intervention controls (Fey, Cleave, Long, & Hughes, 1993). The results indicated that despite a strong effect for the intervention on the children’s grammatical output, there were no indirect effects on the subjects’ phonological production. It is concluded that despite a close relationship between the development of grammar and phonology, language intervention approaches for children approximately 4 to 6 years of age should address phonological problems directly if significant effects on phonology are to be expected.

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VEIVO, OUTI, and JUHANI JÄRVIKIVI. "Proficiency modulates early orthographic and phonological processing in L2 spoken word recognition." Bilingualism: Language and Cognition 16, no. 4 (November 20, 2012): 864–83. http://dx.doi.org/10.1017/s1366728912000600.

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The present study investigated orthographic and phonological processing in L2 French spoken word recognition by Finnish learners of French, using the masked cross-modal priming paradigm. Experiment 1 showed a repetition effect in L2 within-language priming that was most pronounced for high proficiency learners and a significant effect for French pseudohomophones. In the between-language Experiment 2, high proficiency learners showed significant facilitation from L1 Finnish to L2 French shared orthography in the absence of phonological and semantic overlap. This effect was not observed in the lower intermediate group, which showed a significant benefit of L1 pseudohomophones instead. The orthographic effect in the high proficiency group was modulated by subjective familiarity showing facilitation for less familiar but not for highly familiar words. The results suggest that with L2 learners, the extent to which orthographic information affects L2 spoken word recognition depends on their L2 proficiency.

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Ferrand, Ludovic, and Jonathan Grainger. "Effects of Orthography are Independent of Phonology in Masked form Priming." Quarterly Journal of Experimental Psychology Section A 47, no. 2 (May 1994): 365–82. http://dx.doi.org/10.1080/14640749408401116.

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Briefly presented forward-masked primes that share letters with a word target have been shown to facilitate performance in different word recognition tasks. However, in all the experiments that have previously reported these facilitatory effects, related primes not only shared more letters with the target than did unrelated primes (orthographic priming), but they also shared more phonemes (phonological priming). The stimuli used in the present experiments allow us to separate out the effects of orthographic priming from phonological priming. Varying prime exposure duration from 14 to 57 msec, it is shown that effects of orthography follow a distinct time-course from the effects of phonology, and that orthographic facilitation does not result from a confound with phonological prime-target overlap.

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Wheeldon, Linda R., and Stephen Monsell. "The Locus of Repetition Priming of Spoken Word Production." Quarterly Journal of Experimental Psychology Section A 44, no. 4 (May 1992): 723–61. http://dx.doi.org/10.1080/14640749208401307.

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Naming of a pictured object is substantially facilitated when the name has recently been produced in response to a definition or read aloud. The first experiment shows this to be so when over one hundred trials have intervened, and when the subjects can name the pictures quickly and accurately in the absence of priming. The locus of the effect must be in lexicalization processes subsequent to picture identification and is unlikely to be mediated by recovery of an episodic trace. Two further experiments show that prior production of a homophone of the object's name is not an effective prime, (although slower responses are somewhat facilitated when the homophones are spelled the same). Hence the facilitation observed for repeated production of the same word cannot be associated with the repetition of the phonological form per se. We conclude that the facilitation must be associated with retrieval of the semantic specification or the process of mapping of that specification to its associated phonological representation.

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Ziegler, Johannes C., and Mathilde Muneaux. "Orthographic facilitation and phonological inhibition in spoken word recognition: A developmental study." Psychonomic Bulletin & Review 14, no. 1 (February 2007): 75–80. http://dx.doi.org/10.3758/bf03194031.

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Grainger, Jonathan, Mathilde Muneaux, Fernand Farioli, and Johannes C. Ziegler. "Effects of Phonological and Orthographic Neighbourhood Density Interact in Visual Word Recognition." Quarterly Journal of Experimental Psychology Section A 58, no. 6 (August 2005): 981–98. http://dx.doi.org/10.1080/02724980443000386.

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

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Mulík, Stanislav, Haydee Carrasco-Ortiz, and Mark Amengual. "Phonological activation of first language (Spanish) and second language (English) when learning third language (Slovak) novel words." International Journal of Bilingualism 23, no. 5 (June 12, 2018): 1024–40. http://dx.doi.org/10.1177/1367006918781061.

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Objectives/Research Questions: This study investigates whether bilinguals activate lexical knowledge from both their dominant first language (L1; Spanish) and their less-dominant second language (L2; English) during novel third language (L3; Slovak) word learning. Moreover, it examines the extent to which L2 activation in L3 lexical learning depends on the level of L2 proficiency. Methodology: Stimuli included 120 auditory Slovak words with substantial phonological overlap with either English or Spanish (homophones) or with neither language (control words), and their written Spanish translations. Two groups of participants (with high and low-proficiency in L2 English) completed paired-associate learning, correct/incorrect translation recognition and backward translation tasks on Slovak–Spanish translation equivalents to examine the facilitation effect of homophones with either Spanish or English. Data and Analysis: Response times, accuracy scores and correct translation counts were collected from 35 Spanish–English bilinguals and analyzed by means of repeated measures analyses of variance. Findings/Conclusions: The phonological similarity of novel L3 words with participants’ L2 words showed similar facilitation effects as phonological similarity with L1 words. This implies an involuntary activation of bilinguals’ less-dominant L2, even when not overtly present in the L3 lexical learning task. Moreover, the low-proficiency group experienced a higher facilitation for L1 than for L2 homophones, but overall lower facilitation in L3 lexical learning than the high-proficiency group. These findings suggest that bilinguals can activate lexical knowledge from both of their languages during novel L3 word learning, but the activation of the less-dominant L2 depends on participants’ L2 proficiency. Originality: We investigated how Spanish–English bilinguals incorporate vocabulary from an understudied language (i.e. Slovak) into their lexical system to test the language non-selective hypothesis in a multilingual lexical context. Significance: Our research contributes to the study of the degree of language dominance and its implications for L3 lexical learning and parallel activation of multilinguals’ languages.

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Lee-Kim, Sang-Im, Xinran Ren, and Peggy Mok. "Phonological similarity effects in cross-script word processing." Mental Lexicon 16, no. 2-3 (December 31, 2021): 325–61. http://dx.doi.org/10.1075/ml.20001.lee.

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Abstract The present study explored the conditions under which phonological similarity effects arise without orthographic confounds by testing languages with true cognates but divergent scripts. We investigated the similarities and differences between within- and cross-script processing patterns by providing data from an understudied language pair, Korean and Cantonese, which have many cognates but bear no orthographic resemblance. In two word-naming and translation tasks, beginning and intermediate Cantonese-speaking learners of Korean (N = 112) were tested for the processing speed of Sino-Korean words. The results of the word-naming experiments showed that phonologically similar words were processed faster than dissimilar ones, regardless of L2 fluency, especially when the logographic L1 characters were used as primes. However, facilitation by shared phonology was not observed in the translation experiments in either direction. L1-to-L2 forward translation was much faster than L2-to-L1 backward translation, indicating conceptual memory being used as a primary processing pathway. The characteristics of cross-script processing patterns were discussed in terms of the structure of bilingual memory.

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Zhang, Juan, Chenggang Wu, Tiemin Zhou, and Yaxuan Meng. "Cognate facilitation priming effect is modulated by writing system: Evidence from Chinese-English bilinguals." International Journal of Bilingualism 23, no. 2 (January 10, 2018): 553–66. http://dx.doi.org/10.1177/1367006917749062.

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Aims: The present study aims to examine the cross-script cognate facilitation effect that cognates have processing advantages over non-cognates and this effect is strong evidence supporting the non-selective access hypothesis for bilinguals. Methodology: By adopting a masked translation priming paradigm, Experiment 1 used 48 Chinese–English cognates (Chinese words) and 48 non-cognates (Chinese words) as primes and their English translation equivalences as targets. Chinese–English bilinguals were instructed to judge whether the target stimuli were real words or not. In Experiment 2, another group of participants took the same lexical decision task as in Experiment 1, except that English–Chinese cognates and non-cognates (English words) served as primes and their Chinese translation equivalences were targets. Data and analysis: Response latency and accuracy data were submitted to a repeated-measures analysis of variance. Findings/conclusions: Experiment 1 showed that Chinese–English cognates (Chinese words) and non-cognates (Chinese words) produced similar priming effect, while Experiment 2 revealed that English–Chinese cognates (English words) generated a significant priming effect, whereas non-cognates (English words) failed to induce any priming effect. Overall, Chinese words did not show cognate advantage, while English words produced a significant cognate facilitation effect. These results might be attributed to different mappings from orthography to phonology in English and Chinese. Opaque mapping from orthography to phonology in Chinese hindered phonological activation and reduced Chinese–English cognate phonological priming effect. However, English–Chinese cognates benefited from transparent mapping from sound to print and thus generated a significant phonological priming effect. Implications of the current findings for bilingual word recognition models were discussed. Originality: The present study is the first to investigate the cross-script cognate facilitation effect by ensuring both the heterogeneity of primes and targets (English and Chinese) and the homogeneity of primes (Chinese or English). The results indicated that the writing systems of the primes constrained the cross-script cognate priming effect.

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Qingfang Zhang, Hsuan-Chih Chen, Brendan Stuart Weekes, and Yufang Yang. "Independent Effects of Orthographic and Phonological Facilitation on Spoken Word Production in Mandarin." Language and Speech 52, no. 1 (March 2009): 113–26. http://dx.doi.org/10.1177/0023830908099885.

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Starreveld, Peter A., and Wido La Heij. "The locus of orthographic-phonological facilitation: Reply to Roelofs, Meyer, and Levelt (1996)." Journal of Experimental Psychology: Learning, Memory, and Cognition 22, no. 1 (1996): 252–55. http://dx.doi.org/10.1037/0278-7393.22.1.252.

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Mack, Jennifer E., Soojin Cho-Reyes, James D. Kloet, Sandra Weintraub, M.-Marsel Mesulam, and Cynthia K. Thompson. "Phonological facilitation of object naming in agrammatic and logopenic primary progressive aphasia (PPA)." Cognitive Neuropsychology 30, no. 3 (May 2013): 172–93. http://dx.doi.org/10.1080/02643294.2013.835717.

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Lee, Jiyeon, and Cynthia Thompson. "Phonological Facilitation Effects during Noun and Verb Naming in Agrammatic and Anomic Aphasia." Procedia - Social and Behavioral Sciences 23 (2011): 180–81. http://dx.doi.org/10.1016/j.sbspro.2011.09.228.

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Roy, Alice C., Laila Craighero, Maddalena Fabbri-Destro, and Luciano Fadiga. "Phonological and lexical motor facilitation during speech listening: A transcranial magnetic stimulation study." Journal of Physiology-Paris 102, no. 1-3 (January 2008): 101–5. http://dx.doi.org/10.1016/j.jphysparis.2008.03.006.

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Best, W., R. Herbert, J. Hickin, F. Osborne, and D. Howard. "Phonological and orthographic facilitation of word-retrieval in aphasia: Immediate and delayed effects." Aphasiology 16, no. 1-2 (January 2002): 151–68. http://dx.doi.org/10.1080/02687040143000483.

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Journal articles on the topic 'Phonological facilitation'

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