Real Words Research Articles

Consonant beginnings and vowel endings lead to higher liking judgments.

Across languages, syllables more likely begin with consonants (vs. vowels) and end with vowels (vs. consonants), so that words that follow (vs. do not follow) this pattern are more familiar. In six experiments (total N = 638), we investigated the influence of beginning and ending letters (vowels vs. consonants) of pseudowords on preferences. Pseudowords that begin with consonants (vs. vowels) were preferred; independently, pseudowords that end with vowels (vs. consonants) were also preferred. Both of these consonant-vowel-preference effects generalized across stimulus sets and across speakers of German and English (Experiments 1a-1c). Additionally, consistent with familiarity as the underlying mechanism, pseudowords with consonant (vs. vowel) beginnings and vowel (vs. consonant) endings were more frequently judged to be real words (Experiment 2). The word-ending effect-but surprisingly, not the word-beginning effect-generalized to auditory stimulus presentation (Experiments 3a-3b). Thus, we find that preferences for vowel (vs. consonant) at word endings are more robust than preferences for consonant (vs. vowel) at word beginnings. By showing that consonant-vowel structure systematically influences preferences, we demonstrate two new associations between word form and affective meaning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Multisensory Integration of Native and Nonnative Speech in Bilingual and Monolingual Adults.

Face-to-face speech communication is an audiovisual process during which the interlocuters use both the auditory speech signals as well as visual, oral articulations to understand the other. These sensory inputs are merged into a single, unified process known as multisensory integration. Audiovisual speech integration is known to be influenced by many factors, including listener experience. In this study, we investigated the roles of bilingualism and language experience on integration. We used a McGurk paradigm in which participants were presented with incongruent auditory and visual speech. This included an auditory utterance of 'ba' paired with visual articulations of 'ga' that often induce the perception of 'da' or 'tha', a fusion effect that is strong evidence of integration, as well as an auditory utterance of 'ga' paired with visual articulations of 'ba' that often induce the perception of 'bga', a combination effect that is weaker evidence of integration. We compared fusion and combination effects on three groups ( N = 20 each), English monolinguals, Spanish-English bilinguals, and Arabic-English bilinguals, with stimuli presented in all three languages. Monolinguals exhibited significantly stronger multisensory integration than bilinguals in fusion effects, regardless of the stimulus language. Bilinguals exhibited a nonsignificant trend by which greater experience led to increased integration as measured by fusion. These results held regardless of whether McGurk presentations were presented as stand-alone syllables or in the context of real words.

Developmental Aspects of Greek Vowel Reduction in Different Prosodic Positions

This study investigates the development of Greek vowel reduction across different prosodic positions (stressed, pre-stressed, post-stressed), examining normative data from 72 participants aged 3 years to adulthood and balanced for gender. Participants performed a delayed repetition task, producing real trisyllabic words with the vowels [i, ε, ɐ, o, u] examined in the second syllable. Measurements included relative vowel duration, normalized acoustic vowel space areas, and Euclidean distances of vowels from the centroid of the acoustic space. Our findings show that changes in speech motor control, system stiffness, and stress marking with age, along with children’s prosody sensitivity, contributed to several developmental milestones: the completion of the developmental trajectory of relative vowel duration and temporal vowel reduction at early adolescence; the attainment of adult-like spatial vowel characteristics and their reduction at preschool age; and the early acquisition of the prosodic strength of the stress conditions, leading to vowel reduction from the stressed to pre-stressed to post-stressed conditions. The correlation strength between temporal and spatial vowel reduction across ages revealed age-related differences in spatiotemporal speech organization, with significant gender-related differences observed only in vowel space areas, where females exhibited larger areas possibly related to sociophonetic factors. Intrinsic vowel duration appeared from age 3.

Late Talkers can generalise trained labels by object shape similarities, but not unfamiliar labels.

Late talkers (LTs) exhibit delayed vocabulary development, which might stem from a lack of a typical word learning strategy to generalise object labels by shape, called the 'shape bias'. We investigated whether LTs can acquire a shape bias and whether this accelerates vocabulary learning. Fourteen LTs were randomly allocated to either a shape training group (Mage = 2.76 years, 6 males), which was taught that objects similar in shape have the same name, or a control group (Mage = 2.61 years, 4 males), which was taught real words without any focus on object shape. After seven training sessions, children in the shape training group generalised trained labels by shape (d = 1.28), but not unfamiliar labels. Children in the control group extended all labels randomly. Training did not affect expressive vocabulary.

Cortical tracking of language structures: Modality-dependent and independent responses

ObjectivesThe mental parsing of linguistic hierarchy is crucial for language comprehension, and while there is growing interest in the cortical tracking of auditory speech, the neurophysiological substrates for tracking written language are still unclear. MethodsWe recorded electroencephalographic (EEG) responses from participants exposed to auditory and visual streams of either random syllables or tri-syllabic real words. Using a frequency-tagging approach, we analyzed the neural representations of physically presented (i.e., syllables) and mentally constructed (i.e., words) linguistic units and compared them between the two sensory modalities. ResultsWe found that tracking syllables is partially modality dependent, with anterior and posterior scalp regions more involved in the tracking of spoken and written syllables, respectively. The cortical tracking of spoken and written words instead was found to involve a shared anterior region to a similar degree, suggesting a modality-independent process for word tracking. ConclusionOur study suggests that basic linguistic features are represented in a sensory modality-specific manner, while more abstract ones are modality-unspecific during the online processing of continuous language input. SignificanceThe current methodology may be utilized in future research to examine the development of reading skills, especially the deficiencies in fluent reading among those with dyslexia.

Harnessing AI and NLP Tools for Innovating Brand Name Generation and Evaluation: A Comprehensive Review

The traditional approach of single-word brand names faces constraints due to trademarks, prompting a shift towards fusing two or more words to craft unique and memorable brands, exemplified by brands such as SalesForce© or SnapChat©. Furthermore, brands such as Kodak©, Xerox©, Google©, Häagen-Dazs©, and Twitter© have become everyday names although they are not real words, underscoring the importance of brandability in the naming process. However, manual evaluation of the vast number of possible combinations poses challenges. Artificial intelligence (AI), particularly natural language processing (NLP), is emerging as a promising solution to address this complexity. Existing online brand name generators often lack the sophistication to comprehensively analyze meaning, sentiment, and semantics, creating an opportunity for AI-driven models to fill this void. In this context, the present document reviews AI, NLP, and text-to-speech tools that might be useful in innovating the brand name generation and evaluation process. A systematic search on Google Scholar, IEEE Xplore, and ScienceDirect was conducted to identify works that could assist in generating and evaluating brand names. This review explores techniques and datasets used to train AI models as well as strategies for leveraging objective data to validate the brandability of generated names. Emotional and semantic aspects of brand names, which are often overlooked in traditional approaches, are discussed as well. A list with more than 75 pivotal datasets is presented. As a result, this review provides an understanding of the potential applications of AI, NLP, and affective computing in brand name generation and evaluation, offering valuable insights for entrepreneurs and researchers alike.

Reading Reshapes Stimulus Selectivity in the Visual Word Form Area.

Reading depends on a brain region known as the "visual word form area" (VWFA) in the left ventral occipitotemporal cortex. This region's function is debated because its stimulus selectivity is not absolute, it is modulated by a variety of task demands, and it is inconsistently localized. We used fMRI to characterize the combination of sensory and cognitive factors that activate word-responsive regions that we precisely localized in 16 adult humans (4 male). We then presented three types of character strings: English words, pseudowords, and unfamiliar characters with matched visual features. Participants performed three different tasks while viewing those stimuli: detecting real words, detecting color in the characters, and detecting color in the fixation mark. There were three primary findings about the VWFA's response: (1) It preferred letter strings over unfamiliar characters even when the stimuli were ignored during the fixation task. (2) Compared with those baseline responses, engaging in the word reading task enhanced the response to words but suppressed the response to unfamiliar characters. (3) Attending to the stimuli to judge their color had little effect on the response magnitudes. Thus, the VWFA is uniquely modulated by a cognitive signal that is specific to voluntary linguistic processing and is not additive. Functional connectivity analyses revealed that communication between the VWFA and a left frontal language area increased when the participant engaged in the linguistic task. We conclude that the VWFA is inherently selective for familiar orthography, but it falls under control of the language network when the task demands it.

Exploring the Variation of Third Tone Sandhi in Native Chinese Mandarin: An Acoustic Analysis

Tone is one of the most prominent, distinctive, and significant properties of the Chinese language. In the realm of tone sandhi, one of the most interesting phenomena is the Tone 3 sandhi (T3). T3 sandhi is one of the rules in the phonological change, a low T3 syllable inevitably changes to a rising tone (T2) when it is followed by another T3 syllable. This study aims to investigate the underlying mechanism of the third tone (T3) sandhi in Mandarin Chinese, comparing the acoustic features in both real words and pseudowords. The current study employed a qualitative descriptive method and PRAAT6310 acoustic analysis software. The findings of the study demonstrated that T3 sandhi in real words of the Chinese language resembles pseudowords and is likely computed naturally in a phonological cognition process. This research provides an important reference value for research in the fields of tonal variation in Chinese language and language acquisition.

Reading reshapes stimulus selectivity in the visual word form area.

Reading depends on a brain region known as the "visual word form area" (VWFA) in left ventral occipito-temporal cortex. This region's function is debated because its stimulus selectivity is not absolute, it is modulated by a variety of task demands, and it is inconsistently localized. We used fMRI to characterize the combination of sensory and cognitive factors that activate word-responsive regions that we precisely localized in 16 adult humans (4 male). We then presented three types of character strings: English words, pseudowords, and unfamiliar characters with matched visual features. Participants performed three different tasks while viewing those stimuli: detecting real words, detecting color in the characters, and detecting color in the fixation mark. There were three primary findings about the VWFA's response: (1) It preferred letter strings over unfamiliar characters even when the stimuli were ignored during the fixation task; (2) Compared to those baseline responses, engaging in the word reading task enhanced the response to words but suppressed the response to unfamiliar characters. (3) Attending to the stimuli to judge their font color had little effect on the response magnitudes. Thus, the VWFA is uniquely modulated by a cognitive signal that is specific to voluntary linguistic processing and is not additive. Functional connectivity analyses revealed that communication between the VWFA and a left frontal language area increased when the participant engaged in the linguistic task. We conclude that the VWFA is inherently selective for familiar orthography, but it falls under control of the language network when the task demands it.

Impaired speech input and output processing abilities in children with cleft palate speech disorder.

Cleft lip and palate is one of the most common oral and maxillofacial deformities associated with a variety of functional disorders. Cleft palate speech disorder (CPSD) occurs the most frequently and manifests a series of characteristic speech features, which are called cleft speech characteristics. Some scholars believe that children with CPSD and poor speech outcomes may also have weaknesses in speech input processing ability, but evidence is still lacking so far. (1) To explore whether children with CPSD and speech output disorders also have defects in speech input processing abilities; (2) to explore the correlation between speech input and output processing abilities. Children in the experimental group were enrolled from Beijing Stomatological Hospital, Capital Medical University, and healthy volunteers were recruited as controls. Then three tasks containing real and pseudo words were performed sequentially. Reaction time, accuracy and other indicators in three tasks were collected and then analysed. The indicators in the experimental group were significantly lower than those in the control group. There was a strong correlation between speech input and output processing tasks. The performance of both groups when processing pseudo words in the three tasks was worse than that when dealing with real words. Compared with normal controls, children with CPSD have deficits in both speech input and output processing, and there is a strong correlation between speech input and output speech processing abilities. In addition, the pseudo words task was more challenging than the real word task for both groups. What is already known on the subject Children with cleft lip and palate often have speech sound disorders known as cleft palate speech disorder (CPSD). CPSD is characterised by consonant errors called cleft speech characteristics, which can persist even after surgery. Some studies suggest that poor speech outcomes in children with CPSD may be associated with deficits in processing speech input. However, this has not been validated in mainland China. What this paper adds to existing knowledge The results of our study indicate that children with CPSD exhibit poorer performance in three tasks assessing speech input and output abilities compared to healthy controls, suggesting their deficits in both speech input and output processing. Furthermore, a significant correlation was observed between speech input and output processing abilities. Additionally, both groups demonstrated greater difficulty in processing pseudo words compared to real words, as evidenced by their worse performance in dealing with pseudo words. What are the potential or actual clinical implications of this work? The pseudo word tasks designed and implemented in our study can be employed in future research and assessment of speech input and output abilities in Chinese Mandarin children with CPSD. Additionally, our findings revealed the significance of considering both speech output processing abilities and potential existence of speech input processing ability for speech and language therapists when evaluating and developing treatment options for children with CPSD as these abilities are also important for the development of literacy development.

Nonword Repetition in Children With Developmental Language Disorder: Revisiting the Case of Cantonese.

Nonword repetition (NWR) has been described as a clinical marker of developmental language disorder (DLD), as NWR tasks consistently discriminate between DLD and typical development (TD) cross-linguistically, with Cantonese as the only reported exception. This study reexamines whether NWR is able to generate TD/DLD group differences in Cantonese-speaking children by reporting on a novel set of NWR stimuli that take into account factors known to affect NWR performance and group differentiation, including lexicality, sublexicality, length, and syllable complexity. Sixteen Cantonese-speaking children with DLD and 16 age-matched children with TD repeated two sets of high-lexicality nonwords, where all constituent syllables are morphemic in Cantonese but meaningless when combined, and one set of low-lexicality nonwords, where all constituent syllables are nonmorphemic. Low-lexicality nonwords were further classified on sublexicality in terms of consonant-vowel (CV) combination attestedness (whether or not CV combinations in nonword syllables occur in real Cantonese words). Children with DLD scored significantly below their peers with TD. Effect sizes showed that high-lexicality nonwords and nonword syllables with attested CV combinations offered the greatest TD/DLD group differentiation. Nonword length and syllable complexity did not affect TD/DLD group differentiation. NWR can capture TD/DLD group differences in Cantonese-speaking children. Lexicality and sublexicality effects must be considered in designing NWR stimuli for TD/DLD group differentiation. Future studies should replicate the present study on a larger sample size and a younger population as well as examine the diagnostic accuracy of this NWR test. https://doi.org/10.23641/asha.25529371.

Home-Based Transcranial Direct Current Stimulation in Primary Progressive Aphasia: A Pilot Study.

This study aims to determine (a) if home-based anodal transcranial direct current stimulation (a-tDCS) delivered to the left supramarginal gyrus (SMG) coupled with verbal short-term memory/working memory (vSTM/WM) treatment ("RAM", short for "Repeat After Me") is more effective than sham-tDCS in improving vSTM/WM in patients with primary progressive aphasia (PPA), and (b) whether tDCS effects generalize to other language and cognitive abilities. Seven PPA participants received home-based a-tDCS and sham-tDCS coupled with RAM treatment in separate conditions in a double-blind design. The treatment task required participants to repeat word spans comprising semantically and phonologically unrelated words in the same and reverse order. The evaluation of treatment effects was carried out using the same tasks as in the treatment but with different items (near-transfer effects) and tasks that were not directly related to the treatment (far-transfer effects). A-tDCS showed (a) a significant effect in improving vSTM abilities, measured by word span backward, and (b) a generalization of this effect to other language abilities, namely, spelling (both real words and pseudowords) and learning (retention and delayed recall). These preliminary results indicate that vSTM/WM intervention can improve performance in trained vSTM/WM tasks in patients with PPA, especially when augmented with home-based tDCS over the left SMG.

The English Sublexical Toolkit: Methods for indexing sound–spelling consistency

This work introduces the English Sublexical Toolkit, a suite of tools that utilizes an experience-dependent learning framework of sublexical knowledge to extract regularities from the English lexicon. The Toolkit quantifies the empirical regularity of sublexical units in both the reading and spelling directions (i.e., grapheme-to-phoneme and phoneme-to-grapheme) and at multiple grain sizes (i.e., phoneme/grapheme and onset/rime unit size). It can extract multiple experience-dependent regularity indices for words or pseudowords, including both frequency indices (e.g., grapheme frequency) and conditional probability indices (e.g., grapheme-to-phoneme probability). These tools provide (1) superior estimates of the regularities that better reflect the complexity of the sublexical system relative to previously published indices and (2) completely novel indices of sublexical units such as phonographeme frequency (i.e., combined units of individual phonemes and graphemes that are independent of processing direction). We demonstrate that measures from the toolkit explain significant amounts of variance in empirical data (naming of real words and lexical decision), and either outperform or are comparable to the best available consistency measures. The flexibility of the toolkit is further demonstrated by its ability to readily index the probability of different pseudowords pronunciations, and we report that the measures account for the majority of variance in these empirically observed probabilities. Overall, this work provides a framework and resources that can be flexibly used to identify optimal corpus-based consistency measures that help explain reading/spelling behaviors for real and pseudowords.

Implicit Graphemes Learning among Poor Readers

Poor implicit learning was suggested to be associated with poor orthographic knowledge. The current study examined the differences between twenty typical (age 8.68 ±.15), and twenty poor readers (age 8.45 ±.22) in implicit learning of novel graphemes. In the first stage, each participant was passively displayed with 80 pairs of real and artificial words. The artificial words were composed from artificial symbols. After the passive learning stage, each participant was tested with a grapheme matching decision task. The results showed that the accuracy levels which were recorded among the typical readers were significantly higher than those of the poor readers. The accuracy levels which were recorded among the poor readers showed a type of chance level of performance indicating an absence of implicit learning consolidation. However, the results did not show any significant differences in the response times between the two groups. In addition, significant larger individual standard deviations were recorded for the poor group of readers, for both accuracy and the response time of performance, indicating a non-solid type of implicit learning consolidation among this group. The results were discussed considering the association between poor implicit learning capacities and poor orthographic learning.

Habitual consumption of anthocyanin is associated with improvements in mood and cognitive performance in older people with memory complaints

The role of flavonoids on cognitive performance in older adults has been intensively studied, with the subclass of anthocyanins showing promising outcomes(1). However, there is conflicting evidence in the case of individuals at high risk of developing dementia, namely those with mild cognitive impairment (MCI). A recent study has suggested that cognitive scores in people with MCI were higher in those who had higher anthocyanin intake (>10 mg)(2). Baseline data from 65 participants of an ongoing clinical trial that had an MIS (Memory Index Score) score ≤ 13 with self-reported subjective memory complaints, (mean age 69.1y ± 6.2) were used to investigate the relationship between dietary anthocyanin intake and indices of mood and cognitive performance. Repeated 24-hour dietary intake was recorded through Intake24 (a computer-based program) for three days (2Xweekday and 1Xweekend day) and anthocyanin intake was quantified using the PhenolExplorer food composition database. The primary outcome of interest was the Buschke and Grober Free and Cued Selective Reminding Test-Immediate Recall (FCSRT+IR) (assesses auditory anterograde memory functioning), while other cognitive functions assessed included: Spot the Word-2 (assessing premorbid estimate); Oral Symbol Digit Test (speed of processing); List Sorting (working memory); Trail Making Test A & B (speed of processing/executive function); and Verbal Fluency (language/semantic memory). Subjective memory complaints were assessed using the Memory Assessment Clinic-Q (MAC-Q) and mood was assessed using the Geriatric Depression Scale (GDS). Independent t-tests were used to compare differences in cognitive tasks and mood scores between high (>10 mg/d) and low consumers of anthocyanins (<10 mg/d). There was a trend for high anthocyanin consumers (n = 35, median = 44.87 (10.01, 177.83)) to score better on FCSRT-Delayed Free Recall scores (16.57 ± 3.74) compared to lower consumers (n = 30, median = 0.01 (0, 9.51)), (15.97 ± 0.18) with a mean difference (SE) of −1.06 (0.58) (p = 0.06) suggesting recall of 1.06 more words after a 20-30 minute delay. Higher consumers had a lower GDS score (1.77 ± 3.73) compared to lower consumers (3.73 ± 1.77), p = 0.01. Spot the word test scores (assesses premorbid verbal abilities using a robust lexical decision task) were higher for high anthocyanin consumers (53.06 ± 4.38) compared to lower consumers (50.40 ± 4.38), mean difference (SE) = −2.66 (1.10), p = 0.01, meaning participants with higher intake of dietary anthocyanin were able to point at 2.7 more real words than low consumers. Dietary consumption of anthocyanin in older adults with MIS is associated with beneficial effects on depressive scores and the ability to retrieve words. Further research is warranted to identify optimal dosage for recommended intake. This cross-sectional study used baseline data from a randomised controlled trial registered with the Australian New Zealand Clinical Trials Registry (ANZCTR):12622000065796.

PREDICTIVE MODELING FOR HOUSING PRICE TRENDS USING HISTORICAL DATA

In "Predictive Modeling for Housing Price Trends Using Historical Data," data analysis and predictive techniques are used to forecast future real estate pricing trends. By examining factors like location, size, economic indicators, and interest rates, this method creates predictive models. The aim is to provide valuable insights for real estate stakeholders, aiding decision-making in buying, selling, or investing in properties. These models assist in risk assessment and strategic planning, offering crucial insights for navigating the dynamic real estate market Key Words: Predictive Modeling, Housing Price Trends, Historical Data Analysis, Regression Analysis, Data Preprocessing, Feature Engineering, Model Deployment

High-level language brain regions process sublexical regularities.

A network of left frontal and temporal brain regions supports language processing. This "core" language network stores our knowledge of words and constructions as well as constraints on how those combine to form sentences. However, our linguistic knowledge additionally includes information about phonemes and how they combine to form phonemic clusters, syllables, and words. Are phoneme combinatorics also represented in these language regions? Across five functional magnetic resonance imaging experiments, we investigated the sensitivity of high-level language processing brain regions to sublexical linguistic regularities by examining responses to diverse nonwords-sequences of phonemes that do not constitute real words (e.g. punes, silory, flope). We establish robust responses in the language network to visually (experiment 1a, n = 605) and auditorily (experiments 1b, n = 12, and 1c, n = 13) presented nonwords. In experiment 2 (n = 16), we find stronger responses to nonwords that are more well-formed, i.e. obey the phoneme-combinatorial constraints of English. Finally, in experiment 3 (n = 14), we provide suggestive evidence that the responses in experiments 1 and 2 are not due to the activation of real words that share some phonology with the nonwords. The results suggest that sublexical regularities are stored and processed within the same fronto-temporal network that supports lexical and syntactic processes.

Stories and words online regional dialect corpus collection

Online data collection allows for access to diverse populations. In the current study, we used online recruitment and data collection methods to obtain a corpus of read short stories, real English words, and nonwords from adult talkers representing three authentic regional dialects of American English and one novel accent. The authentic dialects are New England, Northern, and Southern American English and are each represented by 8–10 talkers, ranging in age from 22 to 75 years old. The novel accent was produced by five Spanish-English bilinguals with training in linguistics, who were asked to produce Spanish /o/ in an otherwise English segmental context. The four target varieties each contain one vowel pair of interest, in which the vowels within the pair are relatively more ambiguous than in the other varieties. Each talker produced one familiar short story (e.g., Goldilocks and the Three Bears) with 40 tokens of each vowel within the target pair for their dialect, as well as a set of real words and nonwords that represent both the target vowel pair for their dialect and the other three vowel pairs for comparison across dialects. All corpus materials are available to the scholarly community.

How country of origin and stimuli language influence visual word recognition in bilingual children

Aims and objectives: We used mouse tracking to determine how country of origin and stimuli language influence visual word recognition in bilingual children. Methodology: Children attending bilingual schools in Spain and the USA completed a lexical decision task in English. The task included real English words (e.g., true), and pseudohomophones following Spanish (e.g., tru) and English (e.g., troo) orthographical rules. Data and analysis: Bilingual children from both countries performed worse when responding to English pseudohomophones (within-language interference) than Spanish pseudohomophones (between-language interference). Findings/conclusions: The children from the USA outperformed the children from Spain in almost every measure. Interestingly, their mouse trajectories followed a different pattern. Originality: When responding to pseudohomophones, children from the USA showed a pronounced initial deviation toward the incorrect response (likely due to a strong activation of the phonology of the real English word) followed by a very effective corrective movement (likely due to an orthographic verification mechanism). Significance: Mouse tracking provides novel insights regarding language activation in bilingual readers.

Ortho-semantic learning of novel words: an event-related potential study of grade 3 children

IntroductionAs children become independent readers, they regularly encounter new words whose meanings they must infer from context, and whose spellings must be learned for future recognition. The self-teaching hypothesis proposes orthographic learning skills are critical in the transition to fluent reading, while the lexical quality hypothesis further emphasizes the importance of semantics. Event-related potential (ERP) studies of reading development have focused on effects related to the N170 component—print tuning (letters vs. symbols) and lexical tuning (real words vs. consonant strings)—as well as the N400 reflecting semantic processing, but have not investigated the relationship of these components to word learning during independent reading.MethodsIn this study, children in grade 3 independently read short stories that introduced novel words, then completed a lexical decision task from which ERPs were derived.ResultsLike real words, newly-learned novel words evoked a lexical tuning effect, indicating rapid establishment of orthographic representations. Both real and novel words elicited significantly smaller N400s than pseudowords, suggesting that semantic representations of the novel words were established. Further, N170 print tuning predicted accuracy on identifying the spellings of the novel words, while the N400 effect for novel words was associated with reading comprehension.DiscussionExposure to novel words during self-directed reading rapidly establishes neural markers of orthographic and semantic processing. Furthermore, the ability to rapidly filter letter strings from symbols is predictive of orthographic learning, while rapid establishment of semantic representations of novel words is associated with stronger reading comprehension.