Lexical Effects Research Articles

The impact of visual cues during visual word recognition in deaf readers: An ERP study

Although evidence is still scarce, recent research suggests key differences in how deaf and hearing readers use visual information during visual word recognition. Here we compared the time course of lexical access in deaf and hearing readers of similar reading ability. We also investigated whether one visual property of words, the outline-shape, modulates visual word recognition differently in both groups. We recorded the EEG signal of twenty deaf and twenty hearing readers while they performed a lexical decision task. In addition to the effect of lexicality, we assessed the impact of outline-shape by contrasting responses to pseudowords with an outline-shape that was consistent (e.g., mofor) or inconsistent (e.g., mosor) with their baseword (motor). Despite hearing readers having higher phonological abilities, results showed a remarkably similar time course of the lexicality effect in deaf and hearing readers. We also found that only for deaf readers, inconsistent-shape pseudowords (e.g., mosor) elicited larger amplitude ERPs than consistent-shape pseudowords (e.g., mofor) from 150 ms after stimulus onset and extending into the N400 time window. This latter finding supports the view that deaf readers rely more on visual characteristics than typical hearing readers during visual word recognition. Altogether, our results suggest different mechanisms underlying effective word recognition in deaf and hearing readers.

ERP Correlates of Altered Orthographic-Phonological Processing in Dyslexia.

Automatic visual word recognition requires not only well-established phonological and orthographic representations but also efficient audio-visual integration of these representations. One possibility is that in developmental dyslexia, inefficient orthographic processing might underlie poor reading. Alternatively, reading deficit could be due to inefficient phonological processing or inefficient integration of orthographic and phonological information. In this event-related potential study, participants with dyslexia (N = 25) and control readers (N = 27) were presented with pairs of words and pseudowords in an implicit same-different task. The reference-target pairs could be identical, or different in the identity or the position of the letters. To test the orthographic-phonological processing, target stimuli were presented in visual-only and audiovisual conditions. Participants with and without dyslexia processed the reference stimuli similarly; however, group differences emerged in the processing of target stimuli, especially in the audiovisual condition where control readers showed greater N1 responses for words than for pseudowords, but readers with dyslexia did not show such difference. Moreover, after 300 ms lexicality effect exhibited a more focused frontal topographic distribution in readers with dyslexia. Our results suggest that in developmental dyslexia, phonological processing and audiovisual processing deficits are more pronounced than orthographic processing deficits.

The neural dynamics associated with lexicality effect in reading single Chinese words, pseudo-words and non-words.

In previous word reading studies, lexicality has been used as a variable to examine the impacts of word form and meaning information on themany stages of word recognition process. Yet the neural dynamics associated with lexicality effect of various information processing for Chinese visual word recognition has not been well elucidated. In this study, Chinese native speakers were instructed to read Chinese disyllabic compound words, morphological legal (pseudo-words) and illegal non-words with their brain potentials recorded. Event-related potentials (ERP) results showed that N200 was related to Chinese orthographic processing, where three lexical conditions elicited comparable patterns. A semantic discrimination was found for N400 between pseudo-words/non-words and real words, which is in favor of the lexical view of the N400 effect. Further, a later ERP component P600 exhibited the difference between the non-words and pseudo-words, reflecting a re-analysis of word meaning or grammatical operation on Chinese morphological legality. Therefore, we argue that Chinese morphological information might have an independent representation (the P600 effect) in mental lexicon.

Lexical effects on the perceived clarity of noise-vocoded speech in younger and older listeners

When listening to degraded speech, such as speech delivered by a cochlear implant (CI), listeners can make use of linguistic knowledge to facilitate speech recognition. Yet, the extent to which linguistic knowledge can be effectively used to compensate for degraded input may depend of the level of degradation and the age of the listener. The current study investigated lexical effects in the compensation for degraded speech via noise-vocoder simulations of CI hearing in younger and older normal-hearing listeners. In two online experiments, listeners rated the clarity of noise-vocoded sentences, with varying filter slopes. Lexical information was provided in the form of text priming and/or the lexical content (i.e., lexical frequency and neighborhood density) of key words in the sentences. Results showed that lexical information from both text priming and the lexical content enhanced the perceived clarity of degraded speech, but the strength of the lexical effects depended on the level of degradation. Additionally, lexical information appeared to equally benefit younger and older listeners. Findings demonstrate that lexical knowledge may be used in cognitive compensation during the recognition of noise-vocoded speech in both younger and older listeners. However, these mechanisms may not be as effective when the signal is highly degraded.

Lateralization of Color Discrimination Performance and Lexical Effects in Patients With Chronic Schizophrenia.

Introduction: Patients with schizophrenia experience various visual disturbances. However, information regarding color perception in these patients is rare. In this study, we used a lateralized color search task to investigate whether difference in color name affects color recognition in patients with schizophrenia.Methods: In a color search task, we controlled the position of the target that emerged from the left visual field (LVF) or right visual field (RVF) as well as the color category. In this task, both the target and the distractors had the same or different color name (e.g., blue or green).Results: Patients with schizophrenia showed faster performance in the color search task with different color names for target-distractors when the target emerged from the LVF than when it emerged from the RVF. However, the same laterality was not observed in healthy controls. This finding indicates that semantic processing for color name differences influenced visual discrimination performance in patients with schizophrenia more profoundly in the LVF than in the RVF.Conclusion: This lateralized performance could imply the failure of the left hemisphere language processing dominance in schizophrenia. A search paradigm combining target position and category may indicate that automatic language processing depends on imbalanced hemispheric function in schizophrenia.

Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study.

Orthographic learning is the topic of many recent studies about reading, but much is still unknown about conditions that affect orthographic learning and their influence on reading fluency development over time. This study investigated lexicality effects on orthographic learning in beginning and relatively advanced readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored during an orthographic learning task. Children read sentences containing pseudowords or low-frequency real words that varied in number of exposures. We examined both offline learning outcomes (i.e., orthographic choice and spelling dictation) of target items and online gaze durations on target words. The results showed general effects of exposure, lexicality, and reading-skill level. Also, a two-way interaction was found between the number of exposures and lexicality when detailed orthographic representations were required, consistent with a larger overall effect of exposure on learning the spellings of pseudowords. Moreover, lexicality and reading-skill level were found to affect the learning rate across exposures based on a decrease in gaze durations, indicating a larger learning effect for pseudowords in Grade 5 children. Yet, further interactions between exposure and reading-skill level were not present, indicating largely similar learning curves for beginning and advanced readers. We concluded that the reading system of more advanced readers may cope somewhat better with words varying in lexicality, but is not more efficient than that of beginning readers in building up orthographic knowledge of specific words across repeated exposures.

Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9.

The goal of this study was to examine the reading performance of French typically developing readers and dyslexic adolescents from grades 6 to 9 in English as a second language (L2) learned in a school context. Lexicality effects and the impact of two sub-lexical variables, that is cross-language orthographic markedness and congruency of grapheme-to-phoneme correspondences (GPCs), were investigated in three tasks: L2 reading aloud and lexical decision, and L2-to-L1 translation. English words and nonwords were divided into three conditions: (a) marked condition in which items have an L2-specific orthographic pattern (e.g., town), (b) unmarked congruent condition in which items have an L1/L2 shared orthography and similar GPCs across languages (e.g., fast) and (c) unmarked incongruent condition that contains incongruent GPCs across languages (e.g., dirt). The results yielded a significant deficit in dyslexic readers in all three tasks, suggesting poor decoding but also poor lexical orthographic representations in L2 and difficulties in connecting form to semantic representations. This deficit was mostly observed for the unmarked incongruent conditi-on, highlighting the need to carefully manipulate the sub-lexical features of items when examining L2 reading. The results are discussed in relation to the cross-language transfer hypothesis and to mono- and bilingual models of reading.

I see what you mean: Semantic but not lexical factors modulate image processing in bilingual adults.

Bilinguals frequently juggle competing representations from their two languages when they interact with their environment (i.e., nonselective activation). As a result, both first (L1) and second language (L2) communication may be impeded when words share orthographic form but not meaning (i.e., interlingual homographs; e.g., CRANE, a machine in English, a skull in French). Similarly, bilinguals' reduced exposure to each known language makes bilingual lexical processing more vulnerable to larger frequency effects. While much is known about processes within the language system, less is known about how the bilingual language system interacts with the visual system, specifically in the context of image processing. We investigated this by testing whether commonly observed semantic (homograph interference) and lexical (frequency) effects extend to a visual word-image matching task. We tested 48 bilinguals, who were asked to determine whether an image corresponded to a written word that was presented immediately beforehand. By modulating the complexity of visual referents and the semantic (Analysis 1) or lexical (Analysis 2) complexity of word cues, we simultaneously burdened the visual and language systems. The results showed that both semantic and lexical factors modulated response accuracy and correct reaction time on the word-image matching task. Crucially, we observed an interaction between the image factor (visual complexity) with the semantic (homograph status) but not the lexical factor (word frequency). We conclude that it is possible for the language and image processing systems to interact, although the extent to which this occurs depends on the degree of linguistic processing involved.

The effect of lexical status on prosodic processing in infants learning a fixed stress language.

In speech processing, in the first year of life, prosody and phoneme-relevant aspects serve different functions. Recent studies have assumed that the two aspects become integrated at around 9months of age. The present study investigates the effect of lexical status on stress processing in a fixed stress language. We hypothesize that lexicality modulates stress processing, and where the stress cue is in conflict with the lexical status (legal deviant condition), we will observe differences in age indicating the stage of integration. We tested 69 6 and 10month-old infants in an acoustic oddball event-related potential paradigm. A frequent word stimulus (baba) and a pseudoword (bebe) were used with legal versus illegal stress. We systematically swapped the standard and deviant roles of the different stress variants in two conditions. In the illegal deviant condition in the case of the word stimulus, the response pattern typical for the pseudoword (an MMR to the absence of the stress cue) was missing. This implies the suppression effect of lexicality. In the legal deviant condition, negative MMR (N-MMR) in the second time window indicated a facilitation effect of lexicality in both age groups. As only the 6-month-olds produced an N-MMR in the first time window, we concluded that in a fixed stress language, integration starts at 6months but is only completed by the age of 10months. Our results show that lexical status modulates stress processing at word level in a highly regularly stressed language in which stable, long-term language-specific stress representation exists from early infancy.

Investigating Lexical Effects in Syntax with Regularized Regression (Lasso)

Within usage-based theory, notably in construction grammar though also elsewhere, the role of the lexicon and of lexically-specific patterns in morphosyntax is well recognized. The methodology, however, is not always sufficiently suited to get at the details, as lexical effects are difficult to study under what are currently the standard methods for investigating grammar empirically. In this short article, we propose a method from machine learning: regularized regression (Lasso) with k-fold cross-validation, and compare its performance with a Distinctive Collexeme Analysis.

Discovering the brain stages of lexical decision: Behavioral effects originate from a single neural decision process

Lexical decision (LD) – judging whether a sequence of letters constitutes a word – has been widely investigated. In a typical lexical decision task (LDT), participants are asked to respond whether a sequence of letters is an actual word or a nonword. Although behavioral differences between types of words/nonwords have been robustly detected in LDT, there is an ongoing discussion about the exact cognitive processes that underlie the word identification process in this task. To obtain data-driven evidence on the underlying processes, we recorded electroencephalographic (EEG) data and applied a novel machine-learning method, hidden semi-Markov model multivariate pattern analysis (HsMM-MVPA). In the current study, participants performed an LDT in which we varied the frequency of words (high, low frequency) and “wordlikeness” of non-words (pseudowords, random non-words). The results revealed that models with six processing stages accounted best for the data in all conditions. While most stages were shared, Stage 5 differed between conditions. Together, these results indicate that the differences in word frequency and lexicality effects are driven by a single cognitive processing stage. Based on its latency and topology, we interpret this stage as a Decision process during which participants discriminate between words and nonwords using activated lexical information.

How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests

Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.

Two types of phonological reading impairment in stroke aphasia.

Alexia is common in the context of aphasia. It is widely agreed that damage to phonological and semantic systems not specific to reading causes co-morbid alexia and aphasia. Studies of alexia to date have only examined phonology and semantics as singular processes or axes of impairment, typically in the context of stereotyped alexia syndromes. However, phonology, in particular, is known to rely on subprocesses, including sensory-phonological processing, motor-phonological processing, and sensory-motor integration. Moreover, many people with stroke aphasia demonstrate mild or mixed patterns of reading impairment that do not fit neatly with one syndrome. This cross-sectional study tested whether the hallmark symptom of phonological reading impairment, the lexicality effect, emerges from damage to a specific subprocess of phonology in stroke patients not selected for alexia syndromes. Participants were 30 subjects with left-hemispheric stroke and 37 age- and education-matched controls. A logistic mixed-effects model tested whether post-stroke impairments in sensory phonology, motor phonology, or sensory-motor integration modulated the effect of item lexicality on patient accuracy in reading aloud. Support vector regression voxel-based lesion-symptom mapping localized brain regions necessary for reading and non-orthographic phonological processing. Additionally, a novel support vector regression structural connectome-symptom mapping method identified the contribution of both lesioned and spared but disconnected, brain regions to reading accuracy and non-orthographic phonological processing. Specifically, we derived whole-brain structural connectomes using constrained spherical deconvolution-based probabilistic tractography and identified lesioned connections based on comparisons between patients and controls. Logistic mixed-effects regression revealed that only greater motor-phonological impairment related to lower accuracy reading aloud pseudowords versus words. Impaired sensory-motor integration was related to lower overall accuracy in reading aloud. No relationship was identified between sensory-phonological impairment and reading accuracy. Voxel-based and structural connectome lesion-symptom mapping revealed that lesioned and disconnected left ventral precentral gyrus related to both greater motor-phonological impairment and lower sublexical reading accuracy. In contrast, lesioned and disconnected left temporoparietal cortex is related to both impaired sensory-motor integration and reduced overall reading accuracy. These results clarify that at least two dissociable phonological processes contribute to the pattern of reading impairment in aphasia. First, impaired sensory-motor integration, caused by lesions disrupting the left temporoparietal cortex and its structural connections, non-selectively reduces accuracy in reading aloud. Second, impaired motor-phonological processing, caused at least partially by lesions disrupting left ventral premotor cortex and structural connections, selectively reduces sublexical reading accuracy. These results motivate a revised cognitive model of reading aloud that incorporates a sensory-motor phonological circuit.

The time course of processing handwritten words: An ERP investigation

Behavioral studies have shown that the legibility of handwritten script hinders visual word recognition. Furthermore, when compared with printed words, lexical effects (e.g., word-frequency effect) are magnified for less intelligible (difficult) handwriting (Barnhart and Goldinger, 2010; Perea et al., 2016). This boost has been interpreted in terms of greater influence of top-down mechanisms during visual word recognition. In the present experiment, we registered the participants' ERPs to uncover top-down processing effects on early perceptual encoding. Participants' behavioral and EEG responses were recorded to high- and low-frequency words that varied in script's legibility (printed, easy handwritten, difficult handwritten) in a lexical decision experiment. Behavioral results replicated previous findings: word-frequency effects were larger in difficult handwriting than in easy handwritten or printed conditions. Critically, the ERP data showed an early effect of word-frequency in the N170 that was restricted to the difficult-to-read handwritten condition. These results are interpreted in terms of increased attentional deployment when the bottom-up signal is weak (difficult handwritten stimuli). This attentional boost would enhance top-down effects (e.g., lexical effects) in the early stages of visual word processing.

Inescapable articulations: Vessels of lexical effects

Inescapable articulations: Vessels of lexical effects

A ‘NEW NORMAL’ OF CODE-SWITCHING: COVID-19, THE INDONESIAN MEDIA AND LANGUAGE CHANGE

The COVID-19 pandemic has changed behavioural norms and how people conceptualise everyday life. It has led to prolific use of specific terminology that is new or was previously outside the lexical boundaries of common use. Terms like ‘social distancing’, ‘lockdown’ and ‘new normal' were previously jargon limited to specialist fields. The COVID-19 pandemic which spread globally in 2020 has led to great social change and an associated lexical influence. To study this phenomenon, we examine the lexical effects of COVID-19 on the Indonesian language, through analysis of two well-known Indonesian national newspapers – Kompas and Suara Pembaruan, for the month of May 2020. This was at a time of growing awareness of COVID-19 in Indonesia, that included a partial lockdown in Jakarta. As such, there was a great deal of attention to COVID-19 in the mass media. To study this, we apply quantitative content analysis to the sample data to identify the range and frequency of words borrowed from English. We examine this use of code-switching to also undertake qualitative analysis, exploring the various socio-linguistic dimensions of those borrowed terms. Some usage was found to address lexical gaps in Indonesian language, where other usage appeared more for stylistic, emphatic purposes, drawing on the semiotic power of English in the Indonesian context. Code-switching reiteration was particularly prominent in the sample data. We argue that through code-switching reiteration, the print media can introduce new foreign vocabulary to Indonesian readers, which subsequently generates opportunities for language change. COVID-19 has expedited this process, meaning that there has been an increased likelihood of Indonesian language change during 2020.

Early Top-Down Modulation in Visual Word Form Processing: Evidence From an Intracranial SEEG Study.

Visual word recognition, at a minimum, involves the processing of word form and lexical information. Opinions diverge on the spatiotemporal distribution of and interaction between the two types of information. Feedforward theory argues that they are processed sequentially, whereas interactive theory advocates that lexical information is processed fast and modulates early word form processing. To distinguish between the two theories, we applied stereoelectroencephalography (SEEG) to 33 human adults with epilepsy (25 males and eight females) during visual lexical decisions. The stimuli included real words (RWs), pseudowords (PWs) with legal radical positions, nonwords (NWs) with illegal radical positions, and stroked-changed words (SWs) in Chinese. Word form and lexical processing were measured by the word form effect (PW versus NW) and lexical effect (RW versus PW), respectively. Gamma-band (60 ∼ 140 Hz) SEEG activity was treated as an electrophysiological measure. A word form effect was found in eight left brain regions (i.e., the inferior parietal lobe, insula, fusiform, inferior temporal, middle temporal, middle occipital, precentral and postcentral gyri) from 50 ms poststimulus onset, whereas a lexical effect was observed in five left brain regions (i.e., the calcarine, middle temporal, superior temporal, precentral, and postcentral gyri) from 100 ms poststimulus onset. The two effects overlapped in the precentral (300 ∼ 500 ms) and postcentral (100 ∼ 200 ms and 250 ∼ 600 ms) gyri. Moreover, high-level regions provide early feedback to word form regions. These results demonstrate that lexical processing occurs early and modulates word form recognition, providing vital supportive evidence for interactive theory.SIGNIFICANCE STATEMENT A pivotal unresolved dispute in the field of word processing is whether word form recognition is obligatorily modulated by high-level lexical top-down information. To address this issue, we applied intracranial SEEG to 33 adults with epilepsy to precisely delineate the spatiotemporal dynamics between processing word form and lexical information during visual word recognition. We observed that lexical processing occurred from 100 ms poststimulus presentation and even spatiotemporally overlapped with word form processing. Moreover, the high-order regions provided feedback to the word form regions in the early stage of word recognition. These results revealed the crucial role of high-level lexical information in word form recognition, deepening our understanding of the functional coupling among brain regions in word processing networks.

Altered Inhibitory Mechanisms in Parkinson's Disease: Evidence From Lexical Decision and Simple Reaction Time Tasks.

IntroductionAlthough the motor signs of Parkinson’s disease (PD) are well defined, nonmotor symptoms, including higher-level language deficits, have also been shown to be frequent in patients with PD. In the present study, we used a lexical decision task (LDT) to find out whether access to the mental lexicon is impaired in patients with PD, and whether task performance is affected by bradykinesia.Materials and MethodsParticipants were 34 nondemented patients with PD, either without (off) medication (n = 16) or under optimum (on) medication (n = 18). A total of 19 age-matched control volunteers were also recruited. We recorded reaction times (RTs) to the LDT and a simple RT (control) task. In each task, stimuli were either visual or auditory. Statistical analyses consisted of repeated-measures analyses of variance and Tukey’s HSD post hoc tests.ResultsIn the LDT, participants with PD both off and on medication exhibited intact access to the mental lexicon in both modalities. In the visual modality, patients off medication were just as fast as controls when identifying real words, but slower when identifying pseudowords. In the visual modality of the control task, RTs for pseudowords were significantly longer for PD patients off medication than for controls, revealing an unexpected but significant lexicality effect in patients that was not observed in the auditory modality. Performances of patients on medication did not differ from those of age-matched controls.DiscussionMotor execution was not slowed in patients with PD either off or on medication, in comparison with controls. Regarding lexical access, patients off medication seemed to (1) have difficulty inhibiting a cognitive-linguistic process (i.e., reading) when it was not required (simple reaction time task), and (2) exhibit a specific pseudoword processing deficit in the LDT, which may have been related to impaired lateral word inhibition within the mental lexicon. These deficits seemed to be compensated by medication.

Words matter: Analyzing lexical effects on recognition and effort using normed word stimuli

Clinical assessments of speech-perception difficulties involve speech-in-noise tests in which individuals recognize words (or sentences) at varying signal-to-noise ratios (SNRs). Words are presented in lists that have been balanced based on their phonetic properties or on their average intelligibility in quiet from norming studies. Such list-wise balancing presumably allows for generalizations to be drawn about the difficulty of an SNR irrespective of word-level difficulty. However, differences in the lexical properties of items (e.g., lexical frequency) may yield substantial variability in how hard individuals work to recognize each word, especially in poorer SNRs. To demonstrate the impact of word-level factors on assessments of listening difficulty, I will present the results of a study with 26 younger, normal-hearing adults. Participants recognized 160 monosyllabic words in noise from the Northwestern University Auditory Test Number Six (NU-6) in acoustically and cognitively demanding conditions. Multilevel models simultaneously assessed word-level (lexical frequency) and participant-level effects on a dual-task measure of listening effort. Results revealed interactions among acoustic, lexical, and cognitive demands on effort, even for items that were correctly identified. These findings highlight the importance of considering item-level difficulty on speech recognition tests even when using normed speech materials. [This work is supported by NIH/NIDCD R03DC015059.]

Variable subject pronoun expression revisited: This is what the <em>Paisas</em> do

We explore subject pronoun expression (SPE) in Medellín, Colombia using 4,623 tokens to test eight predictors. The 28% overall pronominal rate found is significantly higher than those in other mainland communities. Grammatical person exerts the greatest conditioning effect, with uno ‘one’ strongly favoring overt subjects. Findings for verb class reveal that speech and cognitive verbs promote overt subjects. However, our in-depth analysis unveils opposing tendencies between different pronominal subject + verb collocations for the same verb. E.g., whereas (yo) soy ‘I am’ strongly favors overt subjects, (ellos) son ‘they are’ favors null subjects. These findings suggest that analyses focusing on infinitives do not constitute the most accurate way to explore verb effects on SPE. Moreover, the effect of age reveals a low pronominal rate among the youngest speakers, a finding that appears to have cognitive and acquisitional implications, as younger speakers would be expected to have higher pronominal rates. In general, this study contributes to expand our knowledge of SPE. Further, the findings regarding age and the lexical effect of the verb open promising research paths.