Effects of Orthography are Independent of Phonology in Masked form Priming

Ludovic Ferrand · Jonathan Grainger B

209 citations0/0 files storedThe Quarterly Journal of Experimental Psychology Section A

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Reading and Literacy Development Phonetics and Phonology Research Neurobiology of Language and Bilingualism

Abstract

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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References

1981An interactive activation model of context effects in letter perception: I. An account of basic findings.1984Repetition priming and frequency attenuation in lexical access.1987Attention and Performance XII: The Psychology of Reading 1971Evidence for phonemic recoding in visual word recognition 1990Word identification in reading and the promise of subsymbolic psycholinguistics.1982An activation-verification model for letter and word recognition: The word-superiority effect.1990Accessing the mental lexicon 1987Masked priming with graphemically related forms: Repetition or partial activation?

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1999Visual word recognition in bilinguals: Evidence from masked phonological priming.2006Letter position information and printed word perception: The relative-position priming constraint.2000Are morphological effects distinguishable from the effects of shared meaning and shared form?1999Semantic Radicals Contribute to the Visual Identification of Chinese Characters 2012Evidence for multiple routes in learning to read

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