Inhibitory phonological priming in auditory word recognition

PurposeIn languages with alphabetical writing systems, the relationship between phonology and orthography is strong. Phonology-to-orthography mappings can be consistent (i.e., one phonological unit corresponds to one orthographic unit) or inconsistent (i.e., one phonological unit corresponds to multiple orthographic units). This study investigates whether the Orthographic Consistency Effect (OCE) emerges at the phonemic level during auditory word recognition, regardless of the opacity of a language’s writing system.MethodsThirty L1-French (opaque language) and 30 L1-Spanish (transparent language) listeners participated in an L1 auditory lexical decision task which included stimuli with either only consistently-spelled phonemes or both consistently-spelled and a number of inconsistently-spelled phonemes. ResultsThe results revealed that listeners were faster at recognizing consistently-spelled words than inconsistently-spelled words. This implies that consistently-spelled words are recognized more easily than inconsistent ones. As for pseudoword processing, there is a numerical trend that might indicate a higher sensibility of French listeners to phoneme-to-grapheme inconsistencies. ConclusionsThese findings have theoretical implications: inconsistent phoneme-to-grapheme mappings, like inconsistencies at the level of the syllable or rhyme, impact auditory word recognition. Moreover, our results suggest that the OCE should occur in all languages with alphabetical writing systems, regardless of their level of orthographic opacity.

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Recognition of Gated Words by Children With Specific Language Impairment

Journal of Speech Language and Hearing Research ◽

10.1044/jslhr.4203.735 ◽

1999 ◽

Vol 42 (3) ◽

pp. 735-743 ◽

Cited By ~ 29

Author(s):

James W. Montgomery

Keyword(s):

Word Recognition ◽

Confidence Rating ◽

Language Impairment ◽

Specific Language Impairment ◽

Chronological Age ◽

Specific Language ◽

Auditory Word ◽

Auditory Word Recognition ◽

Lexical Mapping

In this study we examined the lexical mapping stage of auditory word recognition in children with specific language impairment (SLI). Twenty-one children with SLI, 21 children matched for chronological age (CM), and 21 vocabulary-matched (VM) children participated in a forward gating task in which they listened to successive temporal chunks of familiar monosyllabic nouns. After each gate, children guessed the identity of the word and provided a confidence rating of their word guess. Results revealed that the children with SLI performed comparably to the CM and VM children on all seven dependent measures related to lexical mapping. The findings were interpreted to suggest that children with SLI and their normally developing peers demonstrate a comparable lexical mapping phase (i.e., acoustic-phonetic analysis) of auditory word recognition.

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Recognition of Interlingual Homophones in Bilingual Auditory Word Recognition.

Journal of Experimental Psychology Human Perception & Performance ◽

10.1037/0096-1523.29.6.1155 ◽

2003 ◽

Vol 29 (6) ◽

pp. 1155-1178 ◽

Cited By ~ 32

Author(s):

Béryl Schulpen ◽

Ton Dijkstra ◽

Herbert J. Schriefers ◽

Mark Hasper

Keyword(s):

Word Recognition ◽

Auditory Word ◽

Auditory Word Recognition

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