Visual word learning in skilled readers of English.
Three experiments are reported analysing the processes by which adult readers of English learn new written words. Visual word learning was simulated by presenting short (four-letter) and longer (seven-letter) nonwords repeatedly and observing the reduction in naming latencies and the convergence in...
| Publicado en: | Quarterly Journal of Experimental Psychology Vol. 68; no. 2; pp. 326 - 350 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications Inc.
Feb2015
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| 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=99979659&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 99979659 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 17470218 1US5 jtl: Quarterly Journal of Experimental Psychology issn: 17470218 maglogo: Y pubinfo: dt: Feb2015 vid: 68 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 99979659 10.1080/17470218.2014.944549 ppf: 326 ppct: 24 formats: tig: atl: Visual word learning in skilled readers of English. aug: au: Kwok, Rosa Kit Wan Ellis, Andrew W. affil: Department of Psychology, University of York, York, UK su: Reading Learning Visual memory Lexical grammar English language sug: subj: Reading Learning Visual memory Lexical grammar English language keyword: Lexicalization Visual word recognition Word learning Word length Word naming Lexicalization Visual word recognition Word learning Word length Word naming ab: Three experiments are reported analysing the processes by which adult readers of English learn new written words. Visual word learning was simulated by presenting short (four-letter) and longer (seven-letter) nonwords repeatedly and observing the reduction in naming latencies and the convergence in reaction times (RTs) to shorter and longer items that are the hallmarks of visual word learning. Experiment 1 presented nonwords in ten consecutive blocks. Naming latencies reduced over the first four or five presentations. The effect of length on naming RTs was large in block 1 but non-significant after four or five presentations. Experiment 2 demonstrated some reduction in RTs to untrained nonwords following practice on a trained set, but the reduction was less than for the trained items and RTs to shorter and longer nonwords did not converge. Experiment 3 included a retest after seven days which showed some slowing of RTs compared with the end of the first session but also considerable retention of learning. We conclude that four to six exposures to novel words (nonwords) are sufficient to establish durable lexical representations that permit parallel processing of newly-learned words. The results are discussed in terms of theoretical models of reading and word learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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