Does morphological structure modulate access to embedded word meaning in child readers?
Beginning readers have been shown to be sensitive to the meaning of embedded neighbors (e.g., CROW in CROWN). Moreover, developing readers are sensitive to the morphological structure of words (TEACH-ER). However, the interaction between orthographic and morphological processes in meaning activation...
| Published in: | Memory & Cognition Vol. 49; no. 7; pp. 1334 - 1348 |
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| Main Authors: | , , |
| Format: | Article |
| Published: |
Springer Nature
Oct2021
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=152655291&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 152655291 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: Oct2021 vid: 49 iid: 7 pid: 237 pub: Springer Nature artinfo: ui: 152655291 10.3758/s13421-021-01164-3 ppf: 1334 ppct: 14 formats: fmt: @attributes: type: P size: 502KB tig: atl: Does morphological structure modulate access to embedded word meaning in child readers? aug: au: Hasenäcker, Jana Solaja, Olga Crepaldi, Davide affil: International School for Advanced Studies (SISSA), via Bonomea 265, 34136, Trieste, Italy su: Italy Semantics Memory Reading disability Cognition Language acquisition Decision making Reading Language disorders Children Statistics Phonological awareness Confidence intervals Paired comparisons (Mathematics) Descriptive statistics Chi-squared test Research funding Data analysis software Data analysis sug: subj: Semantics Memory Reading disability Cognition Language acquisition Decision making Reading Language disorders Children Italy Statistics Phonological awareness Confidence intervals Paired comparisons (Mathematics) Descriptive statistics Chi-squared test Research funding Data analysis software Data analysis keyword: Embedded word identification Morphological processing Reading development Semantic categorization Visual word recognition Embedded word identification Morphological processing Reading development Semantic categorization Visual word recognition ab: Beginning readers have been shown to be sensitive to the meaning of embedded neighbors (e.g., CROW in CROWN). Moreover, developing readers are sensitive to the morphological structure of words (TEACH-ER). However, the interaction between orthographic and morphological processes in meaning activation during reading is not well established. What determines semantic access to orthographically embedded words? What is the role of suffixes in this process? And how does this change throughout development? To address these questions, we asked 80 Italian elementary school children (third, fourth, and fifth grade) to make category decisions on words (e.g., is CARROT a type of food?). Critically, some target words for no-answers (e.g., is CORNER a type of food?) contained category-congruent embedded stems (i.e., CORN). To gauge the role of morphology in this process, half of the embedded stems were accompanied by a pseudosuffix (CORN-ER) and half by a non-morphological ending (PEA-CE). Results revealed that words were harder to reject as members of a category when the embedded stem was category-congruent. This effect held both with and without a pseudosuffix, but was larger for pseudosuffixed words in the error rates. These results suggest that orthographic stems are activated and activation is fed forward to the semantic level regardless of morphological structure, followed by a decision-making process that might strategically use suffix-like endings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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