Abstract
The contribution of two different training contexts to online, gradual lexical acquisition was investigated by event-related potentials (ERPs) elicited by new, word-like stimuli. Pseudowords were repeatedly preceded by a picture representing a well-known object (semantic-associative training context) or by a hash mark (non-associative training context). The two training styles revealed differential effects of repetition in both behavioral and ERPs data. Repetition of pseudowords not associated with any stimulus gradually enhanced the late positive component (LPC) as well as speeded lexical categorization of these stimuli, suggesting the formation of episodic memory traces. However, repetition under the semantic-associative context caused higher reduction in N400 component and categorization latencies. This result suggests the facilitation in the lexico-semantic processing of pseudowords as a consequence of their progressive associations to picture-concepts, going beyond the visual memory trace that is generated under the non-associative context.
Highlights
Visual recognition of familiar words is characterized by high accuracy and speed, as letter identification is achieved by means of direct, parallel processing
The formation of the word form through visual repetitions is indispensable for achievement of reading fluency, an association with a meaningful stimulus is required (Coltheart et al, 2001)
In the present regression-based event-related potentials (ERPs) study, the repetition effect of new word-like stimuli – pseudowords – was tested under a semantic-associative training context, in which pseudowords were preceded by a picture referring to a known concept, and under a non-associative training context, in which pseudowords were preceded by a hash mark
Summary
Visual recognition of familiar words is characterized by high accuracy and speed, as letter identification is achieved by means of direct, parallel processing. It is generally accepted that to pass from a sublexical reading to the use of a direct visual recognition, a repeated visual exposure to words is necessary (Share, 1995, 1999; Dumay and Gaskell, 2007; Maloney et al, 2009). The lexical quality of these orthographic representations depends on the repeated visual exposure and on other factors, such as their association with meaning (Perfetti and Hart, 2002). In this sense, the formation of the word form through visual repetitions is indispensable for achievement of reading fluency, an association with a meaningful stimulus is required (Coltheart et al, 2001). Training new words by combining both visual repetition and meaning association could contribute to their
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