The influence of graphotactic knowledge on adults' learning of spelling.
Three experiments investigated whether and how the learning of spelling by French university students is influenced by the graphotactic legitimacy of the spellings. Participants were exposed to three types of novel spellings: AB, which do not contain doublets (e.g., guprane); AAB, with a doublet bef...
| Publicado en: | Memory & Cognition Vol. 43; no. 4; pp. 593 - 605 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Springer Nature
May2015
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=102644015&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 102644015 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: May2015 vid: 43 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 102644015 10.3758/s13421-014-0494-y ppf: 593 ppct: 12 formats: fmt: @attributes: type: P size: 387KB tig: atl: The influence of graphotactic knowledge on adults' learning of spelling. aug: au: Sobaco, Amélie Treiman, Rebecca Peereman, Ronald Borchardt, Gaëlle Pacton, Sébastien affil: Institut de Psychologie, Université Paris Descartes, INSERM U894, Centre de Psychiatrie et Neurosciences, Paris France Psychology Department, Washington University in St. Louis, St. Louis USA Psychology Department, Université Grenoble Alpes, Grenoble France Psychology Department, Université de Nîmes, Montpellier France su: France Analysis of variance College students Intellect Judgment (Psychology) Memory Orthography & spelling Learning strategies Research funding T-test (Statistics) Descriptive statistics sug: subj: Analysis of variance College students Intellect Judgment (Psychology) Memory France Orthography & spelling Learning strategies Research funding T-test (Statistics) Descriptive statistics keyword: Graphotactic regularities Implicit learning Reading Recall Spelling Statistical learning Graphotactic regularities Implicit learning Reading Recall Spelling Statistical learning ab: Three experiments investigated whether and how the learning of spelling by French university students is influenced by the graphotactic legitimacy of the spellings. Participants were exposed to three types of novel spellings: AB, which do not contain doublets (e.g., guprane); AAB, with a doublet before a single consonant, which is legitimate in French (e.g., gupprane); and ABB, with a doublet after a single consonant, which is illegitimate (e.g., guprrane). In Experiment 1, the nonwords were embedded within texts that participants read for meaning. In Experiment 2, participants read the nonwords in isolation, with or without instruction to memorize their spellings; they copied the nonwords in Experiment 3. In all of these conditions, AB and AAB spellings were learned more readily than ABB spellings. Although participants were highly knowledgeable about the illegitimacy of ABB spellings, the orthographic distinctiveness of these spellings did not make them easier to recall than legitimate spellings. When recalling ABB spellings, participants sometimes made transposition errors, doubling the wrong consonant of a cluster (e.g., spelling gupprane instead of guprrane). Participants almost never transposed the doubling for AAB items. Transposition errors, biased in the direction of replacing illegitimate with legitimate orthographic patterns, show that graphotactic knowledge influences memory for specific items. An analysis of the spellings produced in the copy phase and final recall test of Experiment 3 further suggests that transposition errors resulted not so much from reconstructive processes at the time of recall but from reconstructive processes or inefficient encoding at earlier points. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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