Orthographic Word Forms Research Articles

Cortical and Subcortical Mechanisms of Orthographic Word-form Learning.

We examined the initial stages of orthographic learning in real time as literate adults learned spellings for spoken pseudowords during fMRI scanning. Participants were required to learn and store orthographic word forms because the pseudoword spellings were not uniquely predictable from sound to letter mappings. With eight learning trials per word form, we observed changes in the brain's response as learning was taking place. Accuracy was evaluated during learning, immediately after scanning, and 1 week later. We found evidence of two distinct learning systems-hippocampal and neocortical-operating during orthographic learning, consistent with the predictions of dual systems theories of learning/memory such as the complementary learning systems framework [McClelland, J. L., McNaughton, B. L., & O'Reilly, R. C. Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review, 102, 419-457, 1995]. The bilateral hippocampus and the visual word form area (VWFA) showed significant BOLD response changes over learning, with the former exhibiting a rising pattern and the latter exhibiting a falling pattern. Moreover, greater BOLD signal increase in the hippocampus was associated with better postscan recall. In addition, we identified two distinct bilateral brain networks that mirrored the rising and falling patterns of the hippocampus and VWFA. Functional connectivity analysis revealed that regions within each network were internally synchronized. These novel findings highlight, for the first time, the relevance of multiple learning systems in orthographic learning and provide a paradigm that can be used to address critical gaps in our understanding of the neural bases of orthographic learning in general and orthographic word-form learning specifically.

Visual event-related potentials reveal the early whole-word lexical processing of Chinese two-character words

Morphologically complex words are common across different languages, especially in Chinese, because more than 90% of common modern Chinese words are complex words. Many behavioral studies have suggested the whole-word processing of Chinese complex words, but the neural correlates of whole-word processing remain unclear. Previous electrophysiological studies revealed automatic and early (∼250 ms) access to the orthographic forms of monomorphic words in the ventral occipitotemporal area. In this study, we investigated whether there is also automatic and early orthographic recognition of Chinese complex words (as whole units) by recording event-related potentials (ERPs). A total of 150 two-character words and 150 two-character pseudowords composed of the same 300 characters (morphemes) were pseudorandomly presented to proficient Chinese readers. Participants were required to determine the color of each stimulus in the color decision task and to determine whether each stimulus was a word in the lexical decision task. The two constituent characters of each stimulus were horizontally arranged in Experiment 1 and vertically arranged in Experiment 2. The results revealed a significant early ERP difference between words and pseudowords approximately 250–300 ms after stimulus onset in the parieto-occipital scalp region. The early ERP difference was more prominent in the color decision task than in the lexical decision task, more prominent in Experiment 1 than in Experiment 2, and more prominent in the left parieto-occipital scalp region than in the right. Source analysis results showed that the early ERP difference originated from the left ventral occipitotemporal cortex. These results reflected early and automatic access to whole-word orthographic representations of Chinese complex words in the left ventral occipitotemporal cortex.

Error Analysis: Types and Causes of EFL Learners’ Errors in Writing Analytical Exposition Text

Abstract. This research looked at errors made by the sophomores majoring in English Education of Tadulako University in writing analytical exposition text. It intends to (1) identify the kinds of errors committed by the students in writing the text, and (2) determine the causes of the errors. This is a-qualitative research, employing 20 students enrolled in Text Type Writing course in the Academic Year 2020. Results of the data analysis indicated that there were 421 cases of errors which were then classified into five major categories: orthographic errors, word forms and grammar (morpho-syntactic errors), errors on words and meanings (lexico-semantic), errors in punctuation and errors in capitalization. These errors are caused by influence of the students’ first language (L1) (interlingual errors), lack of target language knowledge (intralingual errors), and communication strategies. This paper addresses error analysis using Dulay’s 1982 Linguistic Category Taxonomy, which so far lack considerably in scientific literature. Previous studies have almost exclusively focused on using Surface Structure Taxonomy, another taxonomy is therefore needed for investigation. Keywords: Analytical Exposition Text, Error Analysis, Writing Skills

Neural mechanisms and time course of the age-related word frequency effect in language production

<p id="p00005">The word frequency effect refers to the phenomenon of processing high-frequency words faster and more accurately than processing low-frequency words in language production. As the age increases in adulthood, the word frequency effect will also change. The Transmission Deficit Hypothesis suggests that ageing weakens the connection between the stored language information nodes, and the word frequency effect increases further. In contrast, according to the Rank Frequency Account, the relative word frequency and the word frequency effect remain unchanged; thus, it can be deduced that ageing does not change the word frequency effect. Furthermore, the Logogen Model assumes that the word frequency decreases with an increase in experience and contact, thereby predicting a reduction of the word frequency effect as the age increases. <p id="p00008">There are differences in the age-related word frequency effect in language production. Numerous studies have demonstrated that the word frequency effect among the elder is greater than that among the young. However, some studies have shown that elderly people have less or no difference in the word frequency effect in comparison with young people, suggesting that the differences in the word frequency effect depending on age may be caused by differences in tasks, stimuli, and individual cognitive abilities. However, the word frequency effect is relatively stable throughout the life cycle. More precisely, it is more difficult to name low-frequency words than high-frequency words for both the young and the elder. There is an age difference between the young and the elder in processing low-frequency words. Compared with the elder, the younger people have higher accuracy and higher activation levels in language-related brain areas (e.g., insula and middle temporal gyrus) and cognitive control-related brain areas (e.g., cingulate cortex). Moreover, there are differences in the word frequency effect between the verb naming task and the noun naming task. In the action picture naming task, high-frequency words activate specific brain regions, whereas in the object naming task, only low-frequency words activate of specific brain regions. <p id="p00007">The word frequency effect may occur in different stages of language production. Previous studies have demonstrated that the word frequency effect may occur in the lemma selection, the connection stage between lemma selection and phonological code retrieval or in the phonological code retrieval in spoken language production. The word frequency effect in writing production appears later than in spoken language production and may occur in the orthographic word form. In addition, there are differences in the time course of the word frequency effect between the younger and older individuals. For the elder, with an increase in age a decline in general cognitive ability, the time course of the word frequency effect is slightly delayed when compared with the young. <p id="p00006">Some studies also explored the change in the word frequency effect in patients with degenerative diseases, suggesting that it can be used as a sensitive indicator for early detection and diagnosis of related diseases. The word frequency effect and the acquisition age effect both impact on the word processing, however, during different stages. The acquisition age affects the visual and semantic processing of the vocabulary, whereas the word frequency effect merely acts on vocabulary retrieval. In the future, we can further distinguish the influence of word frequency effect from the age of acquisition effect on ageing effect of language production, and extend the studies to patients with neurodegenerative diseases.

THE IMPACT OF ORTHOGRAPHY ON LEXICAL ACCESS

AbstractPrevious research has shown that orthographic marking may have a function beyond identifying orthographic word forms. In two visual priming experiments with native speakers and advanced learners of German (Czech natives) we tested the hypothesis that orthography can convey word-class cues comparable to morphological marking. We examined the effect of initial letter capitalization of nouns (a specific property of German orthography) on the processing of five homonymous and grammatically ambiguous forms. Both populations showed the same pattern of results: deverbal nouns (conversions) patterned together with countable nouns while in a previous study (with eliminated orthographic word-class cues) they patterned together with infinitives. Together, findings suggest that orthographic cues can trigger word-class-specific lexical retrieval/access. They also suggest a lexical entry structure in which conversion nouns, infinitives, and inflected verbal forms share a category-neutral parent node and that specified subnodes are accessed only when specifying cues are available and/or necessary for processing.

Reading Development, Word Length and Frequency Effects: An Eye-Tracking Study with Slow and Fast Readers

Research on reading development attempts to explain differences in the reading patterns of adults and children. Previous studies, which typically analyzed word length and frequency effects in developing readers, often focused on dyslexic or dysfluent readers. Similar to previous studies, we investigated the effects of word length and word frequency on the eye movements of children and added several novel aspects: We tested 66 typically developing German-speaking children. Children’s oral reading fluency was used as measure of reading ability. Only fast readers (n = 34, mean age 10.9 ± 0.9 years) and slow readers (n = 32, 11.2 ± 0.9 years) participated in an eye-tracking experiment and silently read an age-appropriate original narrative text from a children’s book. The analysis of silent reading of the entire text confirmed the earlier group classification. To analyze word length and frequency, we selected 40 nouns as target words in the text. We found significant effects of word length and word frequency for all children in the expected direction. For fast readers, we detected significant interactions of word length and frequency in first fixation duration, gaze duration, and total reading time. These revealed a frequency effect for long, but not short words. This suggests lexical whole-word processing with a fast activation of the word’s lexical entry for shorter words and an application of the nonlexical route of the dual route cascaded model (DRC) with a slower lexical access to whole word forms for long words. Slow readers demonstrated a strong sensitivity to word length, indicating a slower or delayed lexical access to orthographic word forms. Additionally, they exhibited weaker word frequency effects. These findings suggest a developmental view of reading in typically developing children in accordance with the DRC, with nonlexical serial decoding as the seemingly prominent reading strategy of slow readers and lexical whole-word recognition as the prominent reading strategy of fast readers.

Word frequency effect in written production: Evidence from ERPs and neural oscillations.

It has been widely documented that word frequency (WF) modulates language processing in various input and output modalities. WF effect has also been reported in the domain of written production; however, how WF affects written production is a controversial issue. The present study attempts to investigate the time course of and neural oscillation underlying the WF effect in handwritten production. Participants were asked to handwrite pictures names of high versus low WF, while concurrently recording EEG. EEG trials were extracted time-locked to picture onsets and then submitted to event-related potential analysis and time-frequency analysis. WF affected ERPs in the time windows of around 98-160 and 282-360ms after picture onsets. More importantly, WF modulated the evoked and induced theta-band (4-8Hz) neural oscillations in the time window of around 36-240 and 244-472ms, respectively. Considering the time course of language production and the role of theta-band oscillation in long-term memory retrieval, we suggest that the two stages of the WF effect, respectively, reflect conceptual preparation and retrieval of orthographic word-forms in written production.

A (distributional) semantic perspective on the processing of morphologically complex words

Abstract While morphemes are theoretically defined as linguistic units linking form and meaning, semantic effects in morphological processing are not reported consistently in the literature on derived and compound words. The lack of consistency in this line of research has often been attributed to methodological differences between studies or contextual effects. In this paper, we advance a different proposal where semantic effects emerge quite consistently if semantics is defined in a dynamic and flexible way, relying on distributional semantics approaches. In this light, we revisit morphological processing, taking a markedly cognitive perspective, as allowed by models that focus on morphology as systematic meaning transformation or that focus on the mapping between the orthographic form of words and their meanings.

New loan words in the Neologismenw\xf6rterbuch: corpus-based development of lexicographic information for an online dictionary of contemporary German

The majority of new words in dictionaries are included following a certain period of time during which they have become more frequent in use and established morphosyntactic and orthographic features consistent with the language system they are borrowed into. In case of borrowed new words, inclusion often takes place at a transitional state of assimilation to the language system, where delayed orthographic or phonetic change cannot be ruled out and the differentiation between standard-conforming and non-standard orthographic word forms of a lemma oftentimes depends on the proximity between the writing systems of the donor and the recipient language. Following a brief overview of loan words and their lexicographical description in the Neologismenwörterbuch, a specialized online dictionary for neologisms in contemporary German, this paper presents findings of an investigative case study on dictionary entries for a neologism borrowed from a logographic language system and discusses the potential of a corpus-based description of new loan words.

Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language

The orthographic forms of words (spellings) can affect word production in speakers of second languages. This study tested whether presenting orthographic forms during L2 word learning can lead speakers to learn non-nativelike phonological forms of L2 words, as reflected in production and metalinguistic awareness. ItalianL1 learners of English as a Second Language (EnglishL2) were exposed to EnglishL2 novel spoken words (pseudowords) and real words in association with pictures either from auditory input only (Phonology group), or from both auditory and orthographic input (Phonology & Orthography group, both groups n = 24). Pseudowords and words were designed to obtain 30 semi-minimal pairs, each consisting of a word and a pseudoword that contained the same target consonant, spelled with one letter or with double letters. In Italian double consonant letters represents a long consonant, whereas the English language does not contrast short and long consonants. After the learning phase, participants performed a production task (picture naming), a metalinguistic awareness task (rhyme judgment) and a spelling task. Results showed that the Phonology & Orthography group produced the same consonant as longer in double-letter than in single-letter lexical items, while this was not the case for the Phonology group. The former group also rejected spoken rhymes that contained the same consonant spelled with a single letter in one word and double letters in the other, because they considered these as two different phonological categories. Finally, the Phonology & Orthography group learned more novel words than the Phonology group, showing that orthographic input results in more word learning, in line with previous findings from native speakers.

English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system

AbstractThere is growing evidence that the orthographic forms (spellings) of second language words affect second language (L2) speech production, but it is not known whether orthography affects L2 phonology in native users of a non-alphabetic writing system. To answer this question, this study tested the effects of number of letters on the duration of consonants and vowels in the EnglishL2speech production of Japanese–English sequential bilinguals. JapaneseL1–EnglishL2bilinguals and English native speakers (bothn= 16) performed a delayed word repetition task, producing 16 English word pairs in which the same consonant or vowel was spelled either with a single letter or with double letters, as incity-kitty. The bilinguals produced the same English sound as longer or shorter depending on the number of letters in its spelling, confirming that L2 orthographic forms affect L2 speakers’ phonological representations of L2 words even when their L1 writing system is not alphabetical.

Too harts, won sole: Using dysgraphia treatment to address homophone representation

ABSTRACT Previous spoken homophone treatment in aphasia found generalization to untreated homophones and interpreted this as evidence for shared phonological word form representations. Previous written treatment of non-homophones has attributed generalization to orthographic neighbours of treated items to feedback from graphemes to similarly spelled orthographic word forms. This feedback mechanism offers an alternative explanation for generalization found in treatment of spoken homophones. The aim of this study was to investigate the mechanism underpinning generalization (if any) from treatment of written homophones. To investigate this question a participant with acquired dysgraphia and impaired access to orthographic output representations undertook written spelling treatment. Generalization to untreated items with varying degrees of orthographic overlap was investigated. Three experimental sets included homographs (e.g., bank-bank), heterographs (e.g., sail-sale), and direct orthographic neighbours (e.g., bath-path). Treatment improved written picture naming of treated items. Generalization was limited to direct neighbours. Further investigation of generalization found that items with a greater number of close neighbours in the treated set showed greater generalization. This suggests that feedback from graphemes to orthographic word forms is the driving force of generalization. The lack of homograph generalization suggests homographs do not share a representation in the orthographic lexicon.

Multimodal neuroimaging evidence for looser lexico-semantic networks in schizophrenia:Evidence from masked indirect semantic priming

It has been hypothesized that schizophrenia is characterized by overly broad automatic activity within lexico-semantic networks. We used two complementary neuroimaging techniques, Magnetoencephalography (MEG) and functional Magnetic Resonance Imaging (fMRI), in combination with a highly automatic indirect semantic priming paradigm, to spatiotemporally localize this abnormality in the brain.Eighteen people with schizophrenia and 20 demographically-matched control participants viewed target words (“bell”) preceded by directly related (“church”), indirectly related (“priest”), or unrelated (“hammer”) prime words in MEG and fMRI sessions. To minimize top-down processing, the prime was masked, the target appeared only 140 ms after prime onset, and participants simply monitored for words within a particular semantic category that appeared in filler trials.Both techniques revealed a significantly larger automatic indirect priming effect in people with schizophrenia than in control participants. MEG temporally localized this enhanced effect to the N400 time window (300–500 ms) — the critical stage of accessing meaning from words. fMRI spatially localized the effect to the left temporal fusiform cortex, which plays a role in mapping of orthographic word-form on to meaning. There was no evidence of an enhanced automatic direct semantic priming effect in the schizophrenia group.These findings provide converging neural evidence for abnormally broad highly automatic lexico-semantic activity in schizophrenia. We argue that, rather than arising from an unconstrained spread of automatic activation across semantic memory, this broader automatic lexico-semantic activity stems from looser mappings between the form and meaning of words.

Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading

ABSTRACTDiversity of vocabulary knowledge and quantity of language exposure prior to literacy are key predictors of reading development. However, diversity and quantity of exposure are difficult to distinguish in behavioural studies, and so the causal relations with literacy are not well known. We tested these relations by training a connectionist triangle model of reading that learned to map between semantic; phonological; and, later, orthographic forms of words. The model first learned to map between phonology and semantics, where we manipulated the quantity and diversity of this preliterate language experience. Then the model learned to read. Both diversity and quantity of exposure had unique effects on reading performance, with larger effects for written word comprehension than for reading fluency. The results further showed that quantity of preliteracy language exposure was beneficial only when this was to a varied vocabulary and could be an impediment when exposed to a limited vocabulary.

Effects of Overlap Between Consecutive Words on Speeded Typing Inform About Representation of Serial Order Within Words.

Typing is an everyday activity that requires people to use the correct serial order of phonological and orthographic forms of words. The evidence until now shows that different forms of representation of serial order have mixed contributions to typing performance. It is not clear whether and how representational overlap between subsequent words impacts the speed of typing. In three experiments, we used speeded typing of six-letter words. Including conditions with secondary task load to counteract potential ceiling effects, we varied whether subsequent words had partial overlap with respect to a chaining representation (e.g., kirsch → schaum; same triplet in different position) or, in addition, overlapped with respect to a potential positional representation (e.g., berlin → dublin, same triplet in the same position). Differently from previous findings (e.g., Snyder & Logan, 2014), Experiments 1 and 2 suggest that (a) chaining as well as positional coding are involved as representations of serial order and (b) partial overlap of representation of serial order leads to costs in typing speed. Experiment 3 demonstrated that full overlap speeds up typing. Across all experiments, the overlap effects were most revealed in the latency of the first keystroke, indicating the planning of motor programs. Taken together, the results suggest that even in highly practiced tasks such as typing, the activation of representations of serial order has side effects beyond the production of the current sequence.

The orthographic similarity structure of English words: Insights from network science

Network science has been applied to study the structure of the mental lexicon, the part of long-term memory where all the words a person knows are stored. Here the tools of network science are used to study the organization of orthographic word-forms in the mental lexicon and how that might influence visual word recognition. An orthographic similarity network of the English language was constructed such that each node represented an English word, and undirected, unweighted edges were placed between words that differed by an edit distance of 1, a commonly used operationalization of orthographic similarity in psycholinguistics. The largest connected component of the orthographic language network had a small-world structure and a long-tailed degree distribution. Additional analyses were conducted using behavioral data obtained from a psycholinguistic database to determine if network science measures obtained from the orthographic language network could be used to predict how quickly and accurately people process written words. The present findings show that the structure of the mental lexicon influences lexical access in visual word recognition.

Orthography-Induced Length Contrasts in the Second Language Phonological Systems of L2 Speakers of English: Evidence from Minimal Pairs.

Research shows that the orthographic forms ("spellings") of second language (L2) words affect speech production in L2 speakers. This study investigated whether English orthographic forms lead L2 speakers to produce English homophonic word pairs as phonological minimal pairs. Targets were 33 orthographic minimal pairs, that is to say homophonic words that would be pronounced as phonological minimal pairs if orthography affects pronunciation. Word pairs contained the same target sound spelled with one letter or two, such as the /n/ in finish and Finnish (both /'fɪnɪʃ/ in Standard British English). To test for effects of length and type of L2 exposure, we compared Italian instructed learners of English, Italian-English late bilinguals with lengthy naturalistic exposure, and English natives. A reading-aloud task revealed that Italian speakers of EnglishL2 produce two English homophonic words as a minimal pair distinguished by different consonant or vowel length, for instance producing the target /'fɪnɪʃ/ with a short [n] or a long [nː] to reflect the number of consonant letters in the spelling of the words finish and Finnish. Similar effects were found on the pronunciation of vowels, for instance in the orthographic pair scene-seen (both /siːn/). Naturalistic exposure did not reduce orthographic effects, as effects were found both in learners and in late bilinguals living in an English-speaking environment. It appears that the orthographic form of L2 words can result in the establishment of a phonological contrast that does not exist in the target language. Results have implications for models of L2 phonological development.

Convergence of spoken and written language processing in the superior temporal sulcus

Spoken and written language processing streams converge in the superior temporal sulcus (STS), but the functional and anatomical nature of this convergence is not clear. We used functional MRI to quantify neural responses to spoken and written language, along with unintelligible stimuli in each modality, and employed several strategies to segregate activations on the dorsal and ventral banks of the STS. We found that intelligible and unintelligible inputs in both modalities activated the dorsal bank of the STS. The posterior dorsal bank was able to discriminate between modalities based on distributed patterns of activity, pointing to a role in encoding of phonological and orthographic word forms. The anterior dorsal bank was agnostic to input modality, suggesting that this region represents abstract lexical nodes. In the ventral bank of the STS, responses to unintelligible inputs in both modalities were attenuated, while intelligible inputs continued to drive activation, indicative of higher level semantic and syntactic processing. Our results suggest that the processing of spoken and written language converges on the posterior dorsal bank of the STS, which is the first of a heterogeneous set of language regions within the STS, with distinct functions spanning a broad range of linguistic processes.

The perceptual structure of printed words: The case of silent E words in French

According to a widespread view on functional units in word reading, the perceptual structure of printed words is constrained by print-to-speech mappings. Here, we examined the hypothesis that the organization of consonant and vowel letters (the CV pattern) determines the perceived structure of letter strings. Skilled readers were presented with two kinds of bisyllabic French words. Half of the words included a silent E between two consonants (e.g., gobelet, /gɔblɛ/) thus entailing three orthographic vowel groups, while the other half were control words with two vowel groups (e.g., crémeux, /kʀemø/). Participants had to decide on the number of units or reproduce the physical length of the stimuli. Silent E words were consistently estimated to be longer (more units, longer lines) than control words, despite being matched in number of letters and phonemes. The effect was present both in the written modality (Experiments 1A–1B) and in the spoken modality (Experiments 2A-2B). When prereaders and beginning readers with limited knowledge of the orthographic form of words performed the tasks (Experiments 3A-3B), no bias was found, confirming its orthographic nature in skilled readers. The study provides a clear confirmation of the predictions based on the CV pattern hypothesis according to which the number of vowel letter clusters determines the perceived units of letter strings.

The impact of L1 writing system on ESL knowledge of vowel and consonant spellings

Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner’s L1 writing system, relatively little is known about what impact the L1 may have on second language (L2) orthographic awareness. In this study, English language learners from three L1s (French, Hebrew, Mandarin Chinese), plus L1 English speakers, were tested on their English spelling knowledge using a word-pseudohomophone discrimination task. In addition to allowing for the cross-linguistic comparisons, items were designed to examine whether learners had differing performance on pseudohomophones (misspellings) that targeted vowels versus consonants. Consistent with previous research (e.g., McBride-Chang, Bialystok, Cong, & Li, 2004), the L1 Chinese speakers had the highest (L2) accuracy, followed by the L1 Hebrew and the L1 French speakers. The participants from non-alphabetic languages (Hebrew and Chinese) had significantly lower accuracy on items with misspellings involving vowels compared to consonants, and the size of the vowel-consonant accuracy difference varied substantially across L1 groups. The results demonstrate that the characteristics of a learner’s L1 writing system, particularly the existence of vowel and consonant graphemes, impact the development of L2 orthographic knowledge and sensitivity to different types of word misspellings.