Lexical Familiarity Research Articles

The influence of lexical familiarity on ERP responses during sentence comprehension in language learners

Previous research on event-related potentials (ERPs) on second language processing has revealed a great degree of plasticity in brain mechanisms of adult language learners. Studies with natural and artificial languages show that the N400 as well as the P600 component appear in learners after sufficient training. The present experiment tests if and which ERP components in response to syntactic and thematic processes generalize to unfamiliar lexical material in adult language learners. Learners of a miniature version of Japanese were presented with correct and incorrect sentences, half of which contained an unfamiliar word in the crucial sentence position. Incorrect sentences were either case-marking violations or word category violations. When all words were familiar, case-marking violations elicited a biphasic N400—P600 pattern and word category violations led to an early negativity that was followed by a P600. When the case violation occurred on an unfamiliar noun, only a P600 was seen. Word category violations that involved unknown verbs led to an early negativity and only to a reduced P600. The results suggest a high degree of nativelikeness for the learners during processing of familiar sentences. Unfamiliar words seem to entail additional processing costs and specifically lead to difficulties in the domain of case processing.

Using lexical familiarity judgments to assess verbally mediated intelligence in aphasia.

In this study, a task using forced-choice lexical familiarity judgments of irregular versus archaic words (a newly developed measure called the Lexical Orthographic Familiarity Test; LOFT) was compared to a standardized oral word-reading measure (the Wechsler Test of Adult Reading; WTAR) in a group of 35 aphasic adults and a comparison group of 125 community dwelling, nonbrain damaged adults. When compared to the comparison group, aphasics had significantly lower scores on the WTAR but not the LOFT. Although both the WTAR and LOFT were significantly correlated with education in the nonbrain-damaged group, only the LOFT was correlated with education and also with the Barona full scale IQ index in the aphasic group. Lastly, WTAR performance showed a significantly greater relationship to the severity of language disorder in the aphasic group than did the LOFT. These results have both theoretical and clinical implications for the assessment of language-disordered adults, as they indicate that patients with aphasia may retain aspects of verbally mediated intelligence, and that the LOFT may provide a better estimate of premorbid functioning in aphasia than other currently available measures.

Lexical processing in Spanish Sign Language (LSE)

Lexical access is concerned with how the spoken or visual input of language is projected onto the mental representations of lexical forms. To date, most theories of lexical access have been based almost exclusively on studies of spoken languages and/or orthographic representations of spoken languages. Relatively few studies have examined how lexical access takes place in deaf users of signed languages. This paper examines whether two properties, lexical familiarity and phonological neighborhood, which are known to influence recognition in spoken languages, influence lexical access in Spanish Sign Language— Lengua de Signos Espanola (LSE). Our results indicate that the representational factors of lexical familiarity and phonological neighborhood can be observed in native and non-native deaf users of LSE. In addition, the present data provides evidence for the importance of sub-lexical properties in sign language processing.

Increasing Flexibility in Children's Online Processing of Grammatical and Nonce Determiners in Fluent Speech

Two experiments using online speech processing measures with 18- to 36‐month-olds extended research by Gerken & McIntosh (1993) showing that young children's comprehension is disrupted when the grammatical determiner in a noun phrase is replaced with a nonce determiner (the car vs. po car). In Expt. 1, 18-month-olds were slower and less accurate to identify familiar nouns on nonce-article than grammatical-article trials, although older children who produced determiners in their own speech showed no disruption. However, when tested on novel words in Expt. 2, even linguistically advanced 34-month-olds had greater difficulty identifying familiar as well as newly learned object names preceded by a nonce article. Children's success in “listening through” an uninformative functor-like nonce syllable before a familiar noun was related to their level of grammatical competence, but their attention to the nonce article also varied with lexical familiarity and the overall redundancy of the processing context.

Effects of Lexical Prosody and Word Familiarity on Lexical Access of Spoken Japanese Words

Lexical prosody (e.g., stress and pitch accent) has been shown to constrain lexical activation of spoken words in various languages. In the present study, whether or not the constraint of lexical prosody is affected by word familiarity in lexical access of Japanese words was examined using a cross-modal priming task. The stimuli were pairs of prosodically different homophones (minimal accent pairs). When the targets were more familiar members of minimal accent pairs, the responses were facilitated by prior presentations of primes that were prosodically different homophones of the targets, suggesting that lexical prosody did not constrain lexical activation. In contrast, when less familiar members of minimal accent pairs were used as the targets, the prosodically different homophones did not facilitate the responses to the targets. These results suggest that the constraint of lexical prosody is not so strong but is affected by the factor of word relative familiarity.

Second Language Lexical Knowledge and Listening Comprehension

This study investigates the interaction between lexical knowledge and listening comprehension in a second language. Fifty-nine Japanese university students of low-intermediate to advanced English ability were tested using first-language recall protocols as comprehension measures, and dictation as measures of lexical familiarity on four texts of increasing amounts of low-frequency lexical words. Comprehension correlated with text-lexis familiarity at .45; acceptable comprehension levels were significantly associated with higher text-lexis familiarity; good comprehension seldom occurred with text-lexis familiarity levels lower than 75 percent, but occurred frequently at 90+ percent levels. This pattern was observed equally for learners of high, middle, or low second-language listening proficiency. It is concluded that efficient listening strategies may make comprehending lexically complex texts possible, but most learners seem to need very high lexical familiarity for good comprehension.

The Influence of Lexical Familiarity on Children's Function Morpheme Omissions: A Nonmetrical Effect?

Previous research on children's production of function morphemes demonstrated an effect of meter, such that syllabic morphemes that fit a Strong–weak metrical template were omitted less frequently than morphemes not fitting such a template. The current research addressed the question of whether all omissions of syllabic function morphemes occur when a syllable does not fit a metrical template, or whether other factors, such as lexical familiarity, also play a role. Two experiments demonstrated that 2-year-olds are more likely to omit object articles from sentences containing novel nouns or verbs than sentences containing well-known words. Furthermore, familiarity appears to influence omissions independent of meter, suggesting that function morpheme omissions are caused by at least two mechanisms. One possible mechanism, control over utterance timing, is discussed.

Lexical familiarity and English-language experience affect Japanese adults’ perception of /ɹ/ and /l/

This study assessed the influence of subjective lexical familiarity and English-language experience on Japanese adults' accuracy in identifying singleton word-initial tokens of English [symbol: see text] and /l/. The inexperienced Japanese (IJ) subjects had lived in the U.S. for 2 years, whereas the experienced Japanese (EJ) subjects had lived there for 21 years, on average. The native Japanese subjects correctly identified English [symbol: see text] and /l/ tokens less often than did a group of native English (NE) subjects, but they did not differ from the NE subjects in identifying the control consonants /w/ and /d/. The NE subjects, who were at ceiling, showed no effect of subjective lexical familiarity. However, the EJ and IJ subjects correctly identified [symbol: see text] and /l/ tokens more often in words that were more familiar than their minimal pairs than in words that were less familiar than their minimal pairs. The EJ subjects identified liquids more often than did the IJ subjects, but usually less often than the NE subjects. However, the EJ subjects managed to identify [symbol: see text] tokens at rates comparable to the NE subjects' rates in words that wer matched in subjective familiarity to their minimal pair (experiment 1), and when identifying [symbol: see text] tokens that had been edited out of their original word or nonword context (experiment 2).

Development of gist versus verbatim memory in sentence recognition: Effects of lexical familiarity, semantic content, encoding instructions, and retention interval.

Development of gist versus verbatim memory in sentence recognition: Effects of lexical familiarity, semantic content, encoding instructions, and retention interval.

Development of gist versus verbatim memory in sentence recognition: Effects of lexical familiarity, semantic content, encoding instructions, and retention interval.

Fuzzy-trace theory is used to explore children's memory and comprehension of sentences describing spatial or linear relationships. Recognition tests were given immediately and after a week's delay, and test sentences'truth, wording (original or novel), and premise-inference status were varied. When children were instructed to recognize only verbatim sentences (Experiment 1), premise recognition (memory) was independent of systematic misrecognition of true inferences (reasoning), and experimental manipulations (delay; spatial vs. linear stimuli) drove memory and reasoning in opposite directions. Therefore, verbatim memories were not semantically integrated with gist, such as inferences. When children were specifically instructed to process gist (Experiment 2), however, memory and reasoning were positively dependent

Lexical familiarity and processing efficiency: individual differences in naming, lexical decision, and semantic categorization.

College students were separated into 2 groups (high and low) on the basis of 3 measures: subjective familiarity ratings of words, self-reported language experiences, and a test of vocabulary knowledge. Three experiments were conducted to determine if the groups also differed in visual word naming, lexical decision, and semantic categorization. High Ss were consistently faster than low Ss in naming visually presented words. They were also faster and more accurate in making difficult lexical decisions and in rejecting homophone foils in semantic categorization. Taken together, the results demonstrate that Ss who differ in lexical familiarity also differ in processing efficiency. The relationship between processing efficiency and working memory accounts of individual differences in language processing is also discussed.

Lexical familiarity and processing efficiency: Individual differences in naming, lexical decision, and semantic categorization.

Lexical familiarity and processing efficiency: Individual differences in naming, lexical decision, and semantic categorization.

The growth of lexical constraints on spoken word recognition

In this study, we examined the influence of various sources of constraint on spoken word recognition in a mispronunciation-detection task. Five- and 8-year-olds and adults were presented with words (intact or with word-initial or noninitial errors) from three different age-of-acquisition categories. "Intact" and "mispronounced" responses were collected for isolated words with or without a picture referent (Experiment 1) and for words in constraining or unconstraining sentences (Experiment 2). Some evidence for differential attention to word-initial as opposed to noninitial acoustic-phonetic information (and thus the influence of sequential lexical constraints on recognition) was apparent in young children's and adults' response criteria and in older children's and adults' reaction times. A more marked finding, however, was the variation in subjects' performance, according to several measures, with age and lexical familiarity (defined according to adults' subjective age-of-acquisition estimates). Children's strategies for responding to familiar and unfamiliar words in different contexts are discussed.

Conceptual and lexical determinants of nonentrenched thinking

Two experiments investigating information-processing consequences of entrenched and nonentrenched concepts are reported. An attempt is made to distinguish between these two kinds of concepts by using two variables—the naturalness of the occurrence described by a concept and the familiarity of the name used to refer to that occurrence. In each experiment a given conceptual system was expressed in four alternative forms by crossing concept familiarity (naturalness) with lexical familiarity. The experiments used a concept-selection task in which subjects were required to characterize an event based on a preliminary piece of information and a final, confirmatory piece of information. The results indicated that the locus of nonentrenchment lies in using a familiar name to identify an unfamiliar occurrence or in using an unfamiliar name to identify a familiar occurrence. An information-processing model of task performance provided a very good account of the latency data and scores from the concept-selection task correlated with scores from a set of psychometric reasoning tests. The distinction between entrenched and nonentrenched concepts can be interpreted in terms of interference theory, and it also has implications for the way we think about induction and human intelligence.

Resolving 20 years of inconsistent interactions between lexical familiarity and orthography, concreteness, and polysemy.

Numerous word recognition studies conducted over the past 2 decades are examined. These studies manipulated lexical familiarity by presenting words of high versus low printed frequency and most reported an interaction between printed frequency and one of several second variables, namely, orthographic regularity, semantic concreteness, or polysemy. However, the direction of these interactions was inconsistent from study to study. Six new experiments clarify these discordant results. The first two demonstrate that words of the same low printed frequency are not always equally familiar to subjects. Instead, subjects' ratings of "experimental familiarity" suggest that many of the low-printed-frequency words used in prior studies varied along this dimension. Four lexical decision experiments reexamine the prior findings by orthogonally manipulating lexical familiarity, as assessed by experiential familiarity ratings, with bigram frequency, semantic concreteness, and number of meanings. The results suggest that of these variables, only experiential familiarity reliably affects word recognition latencies. This in turn suggests that previous inconsistent findings are due to confounding experiential familiarity with a second variable.

Resolving 20 years of inconsistent interactions between lexical familiarity and orthography, concreteness, and polysemy.

Resolving 20 years of inconsistent interactions between lexical familiarity and orthography, concreteness, and polysemy.

Variables influencing phonemic discrimination performance in normal and learning-disabled children.

Twenty-five learning-disabled and 25 normal first-grade-age children took a phonemic discrimination test that manipulated word-pairs systematically according to degree of phonetic difference, position of phoneme contrast, and lexical familiarity. Results indicated that (1) the significantly lower performance of the learning-disabled to children as a group was due to the impaired performance by a small subgroup, (2) all three stimulus variables had significant effects on performance, (3) all combinations of stimulus variables interacted significantly, and (4) discrimination performance did not correlate with measures of receptive vocabulary or reading achievement for either group.