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Littérature scientifique sur le sujet « Orthographic-semantic patterns »
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Articles de revues sur le sujet "Orthographic-semantic patterns"
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O’Connor, Megan, Esther Geva, and Poh Wee Koh. "Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens." Journal of Learning Disabilities 52, no. 3 (2018): 232–46. http://dx.doi.org/10.1177/0022219418815646.
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This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed.
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DEACON, S. HÉLÈNE, and DILYS LEUNG. "Testing the statistical learning of spelling patterns by manipulating semantic and orthographic frequency." Applied Psycholinguistics 34, no. 6 (2012): 1093–108. http://dx.doi.org/10.1017/s0142716412000173.
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ABSTRACTThis study tested the diverging predictions of recent theories of children's learning of spelling regularities. We asked younger (Grades 1 and 2) and older (Grades 3 and 4) elementary school–aged children to choose the correct endings for words that varied in their morphological structure. We tested the impacts of semantic frequency by including three types of words ending in -er: derived and inflected forms, the first of which are far more frequent across the language, and one-morpheme control forms. Both younger and older children were more likely to choose the correct ending for derived forms over one-morpheme control words. This difference emerged for inflected forms only for the older children. We also tested the impacts of orthographic frequency by contrasting performance on the two derived allomorphs -er and -or, the first of which is far more frequent, and comparison one-morpheme forms. Both younger and older children were more likely to choose the correct spelling for the derivational -er over the same letter pattern in control words. This difference did not emerge in either group for the -or ending. The implications of these findings for current models of children's spelling development are discussed.
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METUKI, NILI, SHANI SINKEVICH, and MICHAL LAVIDOR. "Lateralization of semantic processing is shaped by exposure to specific mother tongues: The case of insight problem solving by bilingual and monolingual native Hebrew speakers." Bilingualism: Language and Cognition 16, no. 4 (2013): 900–913. http://dx.doi.org/10.1017/s1366728913000023.
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Solving insight problems is a complex task found to involve coarse semantic processing in the right hemisphere when tested in English. In Hebrew, the left hemisphere (LH) may be more active in this task, due to the inter-hemispheric interaction between semantic, phonological and orthographic processing. In two Hebrew insight problems experiments, we revealed a performance advantage in the LH, in contrast to the patterns previously observed in English. A third experiment, conducted in English with early Hebrew–English bilinguals, confirmed that the LH advantage found with Hebrew speakers does not depend on specific task requirements in Hebrew. We suggest that Hebrew speakers show redundancy between the hemispheres in coarse semantic processing in handling frequent lexical ambiguities stemming from the orthographic structure in Hebrew. We further suggest that inter-hemispheric interactions between linguistic and non-linguistic processes may determine the hemisphere in which coarse coding will take place. These findings highlight the possible effect of exposure to a specific mother tongue on the lateralization of processes in the brain, and carries possible theoretical and methodological implications for cross-language studies.
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Narasimhan, Karthik, Regina Barzilay, and Tommi Jaakkola. "An Unsupervised Method for Uncovering Morphological Chains." Transactions of the Association for Computational Linguistics 3 (December 2015): 157–67. http://dx.doi.org/10.1162/tacl_a_00130.
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Most state-of-the-art systems today produce morphological analysis based only on orthographic patterns. In contrast, we propose a model for unsupervised morphological analysis that integrates orthographic and semantic views of words. We model word formation in terms of morphological chains, from base words to the observed words, breaking the chains into parent-child relations. We use log-linear models with morpheme and word-level features to predict possible parents, including their modifications, for each word. The limited set of candidate parents for each word render contrastive estimation feasible. Our model consistently matches or outperforms five state-of-the-art systems on Arabic, English and Turkish.
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Drew, Ruby L., and Cynthia K. Thompson. "Model-Based Semantic Treatment for Naming Deficits in Aphasia." Journal of Speech, Language, and Hearing Research 42, no. 4 (1999): 972–89. http://dx.doi.org/10.1044/jslhr.4204.972.
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An interactive activation model for picture naming was used to guide treatment of a semantic-level deficit in 4 individuals with aphasia and severe picture-naming problems. Participants exhibited a profile consistent with Broca's aphasia with severe naming deficits, part of which was attributable to a semantic impairment based on testing of the lexical system. A semantic-based treatment was used to train naming of nouns in two semantic categories using a single-participant multiple baseline across behaviors and participants. Additional treatment, which included orthographic and phonological information about target words, then was applied. Treatment responses and error patterns demonstrated that semantic treatment resulted in improved naming of both trained and untrained items for 2 of 4 participants. Two participants did not show improved naming until treatment emphasizing the phonological form of the word was provided. This study demonstrates the utility of using an interactive activation model to plan treatment based on levels of disruption in the lexical processing system.
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Chen, Yuanyuan, Matthew H. Davis, Friedemann Pulvermüller, and Olaf Hauk. "Early Visual Word Processing Is Flexible: Evidence from Spatiotemporal Brain Dynamics." Journal of Cognitive Neuroscience 27, no. 9 (2015): 1738–51. http://dx.doi.org/10.1162/jocn_a_00815.
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Visual word recognition is often described as automatic, but the functional locus of top–down effects is still a matter of debate. Do task demands modulate how information is retrieved, or only how it is used? We used EEG/MEG recordings to assess whether, when, and how task contexts modify early retrieval of specific psycholinguistic information in occipitotemporal cortex, an area likely to contribute to early stages of visual word processing. Using a parametric approach, we analyzed the spatiotemporal response patterns of occipitotemporal cortex for orthographic, lexical, and semantic variables in three psycholinguistic tasks: silent reading, lexical decision, and semantic decision. Task modulation of word frequency and imageability effects occurred simultaneously in ventral occipitotemporal regions—in the vicinity of the putative visual word form area—around 160 msec, following task effects on orthographic typicality around 100 msec. Frequency and typicality also produced task-independent effects in anterior temporal lobe regions after 200 msec. The early task modulation for several specific psycholinguistic variables indicates that occipitotemporal areas integrate perceptual input with prior knowledge in a task-dependent manner. Still, later task-independent effects in anterior temporal lobes suggest that word recognition eventually leads to retrieval of semantic information irrespective of task demands. We conclude that even a highly overlearned visual task like word recognition should be described as flexible rather than automatic.
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Chan, Lily, and Terezinha Nunes. "Children's understanding of the formal and functional characteristics of written Chinese." Applied Psycholinguistics 19, no. 1 (1998): 115–31. http://dx.doi.org/10.1017/s0142716400010614.
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AbstractChinese script is often viewed as an exception to the processes of language learning in that it is presumed to be learned by rote. However, recent psycholinguistic investigations describing the formal and functional constraints of Chinese script have offered a new direction for a cognitive analysis of its acquisition. We investigated children's understanding of the formal and functional aspects of written Chinese in a task of judgment of orthographic acceptability and a creative spelling task. The formal constraint we examined was the fixed position of stroke patterns and their function as either a semantic radical (giving a clue to meaning) or a phonological component (giving a clue to pronunciation). The children (aged 4 to 9) attended either kindergarten or primary school in Hong Kong. Our results indicated that 6-year-olds could already use the positional rule to reject nonwords (which violate the formal constraint of position) as unacceptable, whereas pseudowords (which do not violate this constraint) were judged as acceptable. Significant effects of age and orthographic acceptability were observed. The task of creative writing replicated this trend and showed that, from age 6, the children were able to use semantic radicals to represent meaning. However, a more systematic use of phonological components as a clue to pronunciation was observed only among 9-year-olds. We conclude that learning to read and write in Chinese is not simply accomplished by the rote memorization of individual characters: rather, as children progress in learning, they develop an understanding of the underlying rules of written Chinese.
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Vanlangendonck, Flora, David Peeters, Shirley-Ann Rueschemeyer, and Ton Dijkstra. "Mixing the stimulus list in bilingual lexical decision turns cognate facilitation effects into mirrored inhibition effects." Bilingualism: Language and Cognition 23, no. 4 (2019): 836–44. http://dx.doi.org/10.1017/s1366728919000531.
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AbstractTo test the BIA+ and Multilink models’ accounts of how bilinguals process words with different degrees of cross-linguistic orthographic and semantic overlap, we conducted two experiments manipulating stimulus list composition. Dutch–English late bilinguals performed two English lexical decision tasks including the same set of cognates, interlingual homographs, English control words, and pseudowords. In one task, half of the pseudowords were replaced with Dutch words, requiring a ‘no’ response. This change from pure to mixed language list context was found to turn cognate facilitation effects into inhibition. Relative to control words, larger effects were found for cognate pairs with an increasing cross-linguistic form overlap. Identical cognates produced considerably larger effects than non-identical cognates, supporting their special status in the bilingual lexicon. Response patterns for different item types are accounted for in terms of the items’ lexical representation and their binding to ‘yes’ and ‘no’ responses in pure vs mixed lexical decision.
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Cosentino, Gianluca. "Die Integration prosodischen und syntaktischen Wissens bei der Ermittlung der Textkohärenz im schriftlichen Textverstehen." Linguistik Online 117, no. 5 (2022): 23–47. http://dx.doi.org/10.13092/lo.117.9041.
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Reading is a highly complex cognitive process. From a neurobiological point of view, it involves at least six linguistic sub-competences including orthographic, semantic, syntactic, phonetic and prosodic competence. Each of these skills is required of the reader to extract different types of information from the text, ranging from the perceptual and the syntactic to the lexical and pragmasemantic one. Based on the main results of cognitive-oriented research on text and reading, this paper illustrates how prosodic competence, combined with formal coherence patterns, can be considered and employed as a reading strategy, enabling the reader to progressively grasp the meanings of a text. In the first part particular attention will be paid to the description of the syntax-prosody interface as well as of its function as a means of encoding of information structure in German. With regard to the teaching of German as a foreign language, the second part of the paper will present a method to train intonational reading. This approach aims to raise foreign language readers’ awareness of prosodic features of written texts and to introduce them to melodic patterns which can be encountered while reading. Such a practical training may prove to be advantageous, as the most typical and apparently “uncorrectable” errors committed by foreign language learners when speaking and reading German texts are almost always related to the domains of phonology and prosody.
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Muñoz-Basols, Javier, and Danica Salazar. "Cross-linguistic lexical influence between English and Spanish." Spanish in Context 13, no. 1 (2016): 80–102. http://dx.doi.org/10.1075/sic.13.1.04mun.
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This article focuses on the cross-linguistic lexical influence between English and Spanish. We begin by redefining the concept of cross-linguistic lexical influence as the impact that two or more languages have on each other’s vocabulary. We then present a brief chronological survey of Hispanicisms in English and Anglicisms in Spanish, taking the Oxford English Dictionary (OED) and the Diccionario de la lengua española (DRAE) as the main sources, and examine some of the factors that affect the patterns of word interchange between these two languages. We argue that the historical and social milieu, mass media, information technology, prevailing attitudes to foreignisms, and the stance taken by dictionaries and official linguistic policy condition which words are borrowed, affect the phonological, orthographic and semantic forms of these borrowings, and impact the degree of their integration in the receiving language. The present study is the first to offer a cross-linguistic (bilateral) perspective on lexical borrowing, a novel approach that is of particular interest given the contrasting philosophical differences governing language policy and lexicographic traditions in English and Spanish. It demonstrates the importance of adopting a comparative approach in the study of lexical influence between languages.
Thèses sur le sujet "Orthographic-semantic patterns"
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DI, TUCCI DONATELLA. "Reading units in Italian children: evidence from morphological, orthographic and semantic features on word reading process." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2017. http://hdl.handle.net/10281/169025.
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This thesis investigates the morphological, orthographic and semantic features affecting the word reading process in Italian primary-school children and at the same time the different reading units which young readers are able to rely on. In Chapter 1, an overview on reading models and on studies showing a complex scenario of results has been proposed. In Chapter 2, a pseudoword reading task has been carried out in order to provide evidence of a lexical reading in Italian children that can be based on whole-word representations. In Chapter 3, we aimed at presenting a morphological-oriented coding scheme of reading errors performed by Italian children in a morphologically complex words reading. This analysis showed reliability on morphemic structure when children read morphologically complex words, and their ability to use morphemes as intermediate grain size reading units. Chapters 4 and 5 presented a new measure, the Orthography-Semantics Consistency (OSC), quantifying the consistency of the orthographic and semantic information carried in a word, and moving from the hypothesis that orthographic-semantic associations, even if they are not morpheme-mediated, play a crucial role in word reading process over and above morpheme units. In order to validate OSC measure from a developmental point of view, a morphological masked priming task and a simple lexical decision task have been first performed by a group of English children, as OSC measure was validated on English language data only (Chapter 4), and then by a group of Italian children (Chapter 5).
Chapitres de livres sur le sujet "Orthographic-semantic patterns"
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Gong, Wengao. "Self and Identity in Personal Blogs." In Interpersonal Relations and Social Patterns in Communication Technologies. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-827-2.ch009.
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This chapter describes how American bloggers and Chinese bloggers from similar age and gender groups represent themselves and their identities linguistically in their blogs and explores whether and to what extent the differences in terms of the blogging language and culture affect these representations. The author adopts a corpus-based approach and focuses on the description and the comparison of the orthographic features and semantic domain preference as revealed in the blog entries. By conducting a cross-linguistic and cross-cultural comparison between American bloggers and Chinese bloggers, the author finds that bloggers’ linguistic practice is closely related to their developmental stage of life, their gender, and the cultural environment they are immersed in. Meanwhile, bloggers’ linguistic practice is also constrained by the internal system of the language they use for blogging.