scholarly journals Lexical frequency effects on articulation: a comparison of picture naming and reading aloud

2015 ◽  
Vol 6 ◽  
Author(s):  
Petroula Mousikou ◽  
Kathleen Rastle
Keyword(s):  
Picture Naming ◽  
Reading Aloud ◽  
Lexical Frequency ◽  
Frequency Effects

Error Type and Lexical Frequency Effects: Error Detection in Swedish Children With Language Impairment

2017 ◽  
Vol 60 (10) ◽  
pp. 2924-2934 ◽  
Author(s):  
Anna Eva Hallin ◽  
Christina Reuterskiöld
Keyword(s):  
Preschool Children ◽  
Noun Phrase ◽  
Error Detection ◽  
Language Impairment ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Lexical Frequency ◽  
Control Error ◽  
Frequency Effects

Purpose The first aim of this study was to investigate if Swedish-speaking school-age children with language impairment (LI) show specific morphosyntactic vulnerabilities in error detection. The second aim was to investigate the effects of lexical frequency on error detection, an overlooked aspect of previous error detection studies. Method Error sensitivity for grammatical structures vulnerable in Swedish-speaking preschool children with LI (omission of the indefinite article in a noun phrase with a neuter/common noun, and use of the infinitive instead of past-tense regular and irregular verbs) was compared to a control error (singular noun instead of plural). Target structures involved a high-frequency (HF) or a low-frequency (LF) noun/verb. Grammatical and ungrammatical sentences were presented in headphones, and responses were collected through button presses. Results Children with LI had similar sensitivity to the plural control error as peers with typical language development, but lower sensitivity to past-tense errors and noun phrase errors. All children showed lexical frequency effects for errors involving verbs (HF > LF), and noun gender effects for noun phrase errors (common > neuter). Conclusions School-age children with LI may have subtle difficulties with morphosyntactic processing that mirror expressive difficulties in preschool children with LI. Lexical frequency may affect morphosyntactic processing, which has clinical implications for assessment of grammatical knowledge.

Second language effects on ambiguity resolution in the first language

2012 ◽  
Vol 12 ◽  
pp. 191-217 ◽  
Author(s):  
Christie Brien ◽  
Laura L. Sabourin
Keyword(s):  
Second Language ◽  
First Language ◽  
Reaction Times ◽  
Semantic Context ◽  
English Speakers ◽  
Canadian English ◽  
Lexical Frequency ◽  
Priming Effects ◽  
Frequency Effects ◽  
Language Effects

The processing of homonyms is complex considering homonyms have many lexical properties. For instance, train contains semantic (a locomotive/to instruct) and syntactic (noun/verb) properties, each affecting interpretation. Previous studies find homonym processing influenced by lexical frequency (Duffy et al. 1988) as well as syntactic and semantic context (Folk & Morris 2003; Swinney 1979; Tanenhaus et al. 1979). This cross-modal lexical-decision study investigates second language (L2) effects on homonym processing in the first language (L1). Participants were monolingual English speakers and Canadian English/French bilinguals who acquired L2 French at distinct periods. The early bilinguals revealed no significant differences compared to monolinguals (p = .219) supporting the Reordered Access Model (Duffy et al. 1988). However, the late bilinguals revealed longer reaction times, syntactic priming effects (p < .001), and lexical frequency effects (p < .001), suggesting a heightened sensitivity to surface cues influencing homonym processing in the L1 due to a newly-acquired L2 (Cook 2003).

Lexical frequency effects and phonetic duration of English homophones: An acoustic study

2005 ◽  
Vol 118 (3) ◽  
pp. 2036-2036 ◽  
Author(s):  
Abigail C. Cohn ◽  
Johanna Brugman ◽  
Clifford Crawford ◽  
Andrew Joseph
Keyword(s):  
Lexical Frequency ◽  
Frequency Effects ◽  
Acoustic Study ◽  
Phonetic Duration

Constraints and Repairs in Aphasic Speech: A Group Study

1993 ◽  
Vol 38 (2) ◽  
pp. 279-302 ◽  
Author(s):  
Renée Béland ◽  
Carole Paradis ◽  
Monique Bois
Keyword(s):  
Brain Damage ◽  
Language Processing ◽  
Picture Naming ◽  
Reading Aloud ◽  
Spontaneous Speech ◽  
Common Symptom ◽  
Word Stimulus ◽  
Multiple Tasks

Aphasia refers to an impairment of language processing resulting from brain damage. A very common symptom observed in aphasic speech is the presence of phonemic paraphasias, i.e., phonemic errors involving the substitution, addition or syncope of one (or more) segment(s) in a word stimulus. Phonemic paraphasias can be found across multiple tasks (repetition, reading aloud, spontaneous speech, picture naming) that require a subject to produce a word sound. They are not specific to a particular type of aphasia since Broca’s aphasics, Wernicke’s aphasics, conduction aphasics, and mixed aphasics all produce phonemic paraphasias (see Lecours et al 1983).

Word frequency effects in the left IFG in dyslexic and normally reading children during picture naming and reading

NeuroImage ◽  
2011 ◽  
Vol 57 (3) ◽  
pp. 1212-1220 ◽  
Author(s):  
Marion Grande ◽  
Elisabeth Meffert ◽  
Walter Huber ◽  
Katrin Amunts ◽  
Stefan Heim
Keyword(s):  
Word Frequency ◽  
Picture Naming ◽  
Frequency Effects
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