The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm. / Taylor, Joanne; Plunkett, Kim; Nation, Kate.

In: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 37, No. 1, 2011, p. 60.

Research output: Contribution to journalArticlepeer-review

Published

Standard

The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm. / Taylor, Joanne; Plunkett, Kim; Nation, Kate.

In: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 37, No. 1, 2011, p. 60.

Research output: Contribution to journalArticlepeer-review

Harvard

Taylor, J, Plunkett, K & Nation, K 2011, 'The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 37, no. 1, pp. 60.

APA

Taylor, J., Plunkett, K., & Nation, K. (2011). The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(1), 60.

Vancouver

Taylor J, Plunkett K, Nation K. The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition. 2011;37(1):60.

Author

Taylor, Joanne ; Plunkett, Kim ; Nation, Kate. / The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm. In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 2011 ; Vol. 37, No. 1. pp. 60.

BibTeX

@article{3e06ca4ee8c64a6b9db8abe099036839,
title = "The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm",
abstract = "Two experiments explored learning, generalization, and the influence of semantics on orthographic processing in an artificial language. In Experiment 1, 16 adults learned to read 36 novel words written in novel characters. Posttraining, participants discriminated trained from untrained items and generalized to novel items, demonstrating extraction of individual character sounds. Frequency and consistency effects in learning and generalization showed that participants were sensitive to the statistics of their learning environment. In Experiment 2, 32 participants were preexposed to the sounds of all items (lexical phonology) and to novel definitions for half of these items (semantics). Preexposure to either lexical phonology or semantics boosted the early stages of orthographic learning relative to Experiment 1. By the end of training, facilitation was restricted to the semantic condition and to items containing low-frequency inconsistent vowels. Preexposure reduced generalization, suggesting that enhanced item-specific learning was achieved at the expense of character-sound abstraction. The authors{\textquoteright} novel paradigm provides a new tool to explore orthographic learning. Although the present findings support the idea that semantic knowledge supports word reading processes, they also suggest that item-specific phonological knowledge is important in the early stages of learning to read.",
keywords = "artificial orthography, reading, statistical learning, semantics, lexical phonology",
author = "Joanne Taylor and Kim Plunkett and Kate Nation",
year = "2011",
language = "English",
volume = "37",
pages = "60",
journal = "Journal of Experimental Psychology: Learning, Memory, and Cognition",
issn = "0278-7393",
publisher = "American Psychological Association Inc.",
number = "1",

}

RIS

TY - JOUR

T1 - The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm

AU - Taylor, Joanne

AU - Plunkett, Kim

AU - Nation, Kate

PY - 2011

Y1 - 2011

N2 - Two experiments explored learning, generalization, and the influence of semantics on orthographic processing in an artificial language. In Experiment 1, 16 adults learned to read 36 novel words written in novel characters. Posttraining, participants discriminated trained from untrained items and generalized to novel items, demonstrating extraction of individual character sounds. Frequency and consistency effects in learning and generalization showed that participants were sensitive to the statistics of their learning environment. In Experiment 2, 32 participants were preexposed to the sounds of all items (lexical phonology) and to novel definitions for half of these items (semantics). Preexposure to either lexical phonology or semantics boosted the early stages of orthographic learning relative to Experiment 1. By the end of training, facilitation was restricted to the semantic condition and to items containing low-frequency inconsistent vowels. Preexposure reduced generalization, suggesting that enhanced item-specific learning was achieved at the expense of character-sound abstraction. The authors’ novel paradigm provides a new tool to explore orthographic learning. Although the present findings support the idea that semantic knowledge supports word reading processes, they also suggest that item-specific phonological knowledge is important in the early stages of learning to read.

AB - Two experiments explored learning, generalization, and the influence of semantics on orthographic processing in an artificial language. In Experiment 1, 16 adults learned to read 36 novel words written in novel characters. Posttraining, participants discriminated trained from untrained items and generalized to novel items, demonstrating extraction of individual character sounds. Frequency and consistency effects in learning and generalization showed that participants were sensitive to the statistics of their learning environment. In Experiment 2, 32 participants were preexposed to the sounds of all items (lexical phonology) and to novel definitions for half of these items (semantics). Preexposure to either lexical phonology or semantics boosted the early stages of orthographic learning relative to Experiment 1. By the end of training, facilitation was restricted to the semantic condition and to items containing low-frequency inconsistent vowels. Preexposure reduced generalization, suggesting that enhanced item-specific learning was achieved at the expense of character-sound abstraction. The authors’ novel paradigm provides a new tool to explore orthographic learning. Although the present findings support the idea that semantic knowledge supports word reading processes, they also suggest that item-specific phonological knowledge is important in the early stages of learning to read.

KW - artificial orthography

KW - reading

KW - statistical learning

KW - semantics

KW - lexical phonology

M3 - Article

VL - 37

SP - 60

JO - Journal of Experimental Psychology: Learning, Memory, and Cognition

JF - Journal of Experimental Psychology: Learning, Memory, and Cognition

SN - 0278-7393

IS - 1

ER -