Real Words Research Articles

Lexical and Phonetic Influences on the Phonolexical Encoding of Difficult Second-Language Contrasts: Insights From Nonword Rejection.

Establishing phonologically robust lexical representations in a second language (L2) is challenging, and even more so for words containing phones in phonological contrasts that are not part of the native language. This study presents a series of additional analyses of lexical decision data assessing the phonolexical encoding of English /ε/ and /æ/ by German learners of English (/æ/ does not exist in German) in order to examine the influence of lexical frequency, phonological neighborhood density and the acoustics of the particular vowels on learners’ ability to reject nonwords differing from real words in the confusable L2 phones only (e.g., *l[æ]mon, *dr[ε]gon). Results showed that both the lexical properties of the target items and the acoustics of the critical vowels affected nonword rejection, albeit differently for items with /æ/ → [ε] and /ε/ → [æ] mispronunciations: For the former, lower lexical frequencies and higher neighborhood densities led to more accurate performance. For the latter, it was only the acoustics of the vowel (i.e., how distinctly [æ]-like the mispronunciation was) that had a significant impact on learners’ accuracy. This suggests that the encoding of /ε/ and /æ/ may not only be asymmetric in that /ε/ is generally more robustly represented in the lexicon than /æ/, as previously reported, but also in the way in which this encoding takes place. Mainly, the encoding of /æ/ appears to be more dependent on the characteristics of the L2 vocabulary and on one’s experience with the L2 than that of its more dominant counterpart (/ε/).

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.

When one pseudoword elicits larger P600 than another: a study on the role of reprocessing in anomalous sentence comprehension

ABSTRACT Reprocessing has been speculated to be a late higher-level cognitive process in the P600 time window in event-related potential (ERP) studies. However, uncertainties regarding the P600 as an index of reprocessing have obscured the role of reprocessing in sentence comprehension. In this study, we compared meaningless pseudowords with or without a homophonic repairing clue (homophonic pseudoword vs. ordinary pseudoword) and semantically-plus-syntactically violated real words (doubly violated) to investigate the role of reprocessing in language comprehension. All anomalous conditions elicited significant typical central-parietal P600 effects. The homophonic pseudoword condition elicited a significantly larger P600 effect than the other two anomalous conditions. No significant difference was found between the P600 effects in the ordinary pseudoword and the doubly violated real-word conditions. These results demonstrate an association between reprocessing and the observed P600 effects, supporting an active role of reprocessing in sentence comprehension. Possible implications for language processing models are also discussed.

Evaluating rate and accuracy of real word vs. non-word diadochokinetic productions from childhood to early adulthood in Hebrew speakers

BackgroundOral-Diadochokinesis (oral-DDK) tasks measure how quickly and accurately one can repeat a series of target sounds. Thus, they are a popular tool for evaluating oral-motor skills for individuals with various speech disorders. Typically, oral-DDK tasks involve rapid repetition of non-words. For several populations (e.g., young children, older adults), it has been suggested that repetitions of real words may be more suitable, commonly resulting in faster rates. Yet, the literature is either silent or inconsistent regarding this real-word repetition advantage for other age groups, from preschoolers to young adults. It is not clear whether performance accuracy is affected as well. Specifically, for Hebrew speakers, this data is missing. AimsThe goal of this study was to compare rate and accuracy for non-word and real-word repetition, in four groups of Hebrew-speaking individuals; preschoolers (5 years old), younger elementary school children (7 years old), adolescents (15 years old) and young adults (25 years old). Secondary goals were to provide a developmental pattern for oral-DDK rates for Hebrew speakers, and to compare it to the English norms. Methods & ProceduresAll participants (n=150) had typical speech and language development. They were asked to repeat “pataka” (non-word) and “bodeket” (Hebrew real word) as quickly and accurately as possible for 10 sec. Production rates (syllables per second) and accuracy (on a 5-point scale) were measured. Outcomes & ResultsAs expected, oral-DDK rates gradually increased with age, with similar rates for both real- and non-words. Accuracy scores were higher for real- than non-word repetition, across all age groups. For the group of school-age children, the Hebrew rates differed from the English ones. Conclusions & ImplicationsA real-word repetition advantage was documented only for repetition accuracy, but not for rate. These findings can be explained as each stimulus involves different demands on an individual's neuro-motor and linguistic processing abilities. Further research using real- and non-word tasks should be conducted with clinical populations to assess whether both procedures could assist in differential diagnosis between various speech disorders. Finally, the large differences between children of different ages, as well as the apparent rate differences between Hebrew and English, highlight the need to create age- and language-sensitive norms.

Neurophysiological tracking of speech-structure learning in typical and dyslexic readers

Statistical learning, or the ability to extract statistical regularities from the sensory environment, plays a critical role in language acquisition and reading development. Here we employed electroencephalography (EEG) with frequency-tagging measures to track the temporal evolution of speech-structure learning in individuals with reading difficulties due to developmental dyslexia and in typical readers. We measured EEG while participants listened to (a) a structured stream of repeated tri-syllabic pseudowords, (b) a random stream of the same isochronous syllables, and (c) a series of tri-syllabic real Dutch words. Participants’ behavioral learning outcome (pseudoword recognition) was measured after training. We found that syllable-rate tracking was comparable between the two groups and stable across both the random and structured streams of syllables. More importantly, we observed a gradual emergence of the tracking of tri-syllabic pseudoword structures in both groups. Compared to the typical readers, however, in the dyslexic readers this implicit speech structure learning seemed to build up at a slower pace. A brain-behavioral correlation analysis showed that slower learners (i.e., participants who were slower in establishing the neural tracking of pseudowords) were less skilled in phonological awareness. Moreover, those who showed stronger neural tracking of real words tended to be less fluent in the visual-verbal conversion of linguistic symbols. Taken together, our study provides an online neurophysiological approach to track the progression of implicit learning processes and gives insights into the learning difficulties associated with dyslexia from a dynamic perspective.

The Nonverbal means of Communication in Mongolian using the Word “Tolgoi (‘Head’ in English)”

One of the most important activities in which we engage, is communication. It plays a vital role in our lifestyles, careers and demeanors. This paper, which can be considered a continuation of early observations and then a study, touches upon the types of nonverbal means of communication in the modern Mongolian language, based on examples that have used the word “tolgoi (‘head’ in English)” and cited modern Mongolian literature. In modern Mongolia, nonverbal means of communication have their own special types, forms and grammar, which all use real words and expressions related to Mongolian culture, customs and lifestyle. For this research paper, 23 nonverbal means of communication using the word tolgoi were recorded, and most of them expressed ignorance, sadness or regret, which indicated a negative attitude.

An Analysis of Lexical Cohesion on the Students’ Writing

This research aims at finding lexical cohesion in high and low-graded lexical cohesion types on the students' narrative writing. The researcher wants to reveal the reasons why the writing problems exist in lexical cohesion and also to find out what way that the students will use to solve the lexical types in writing narrative text. The present research uses the types of lexical cohesion as proposed by Halliday and Matthiensen (2014). The lexical cohesion items consist of repetition, synonymy, antonymy, hyponymy, and meronymy. The data of this research are derived from students' writing through writing research papers. This research was conducted in qualitative. The results show that repetition becomes the highest occurrence in the students' writing as there are 240 occurrences (64%) in total types of lexical. Nevertheless, the least kind of lexical cohesion is hyponymy. There are only 20 occurrences (6, 6%). It can be seen that the meaning relation in the text occurs among the six types of lexical cohesion to make cohesive text. Besides that, the context of the text itself also refers to coherent text. It means that the text should consist of interrelated sentences to achieve good unity. Both are related to each other in creating well-structured text. The students were sometimes difficult to connect one word with other words. There might be a reluctance of translating the classification of the real words of EFL. Pedagogically, the students need to get studying vocabularies professionally to upgrade the stage of English into an advanced level especially in teaching English writing ability. It was recommended to teachers or lecturers to take an in-depth look at the EFL learners' problems in writing English more than and the English lecturers practice the prompt way to master vocabulary as the core of enhancing the writing quality

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.

Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis

The primary goal of this meta-analysis was to estimate the overall size of the relation between rapid automatized naming (RAN) and spelling in alphabetic languages and to examine what factors may moderate their relation. In addition, we examined if the size of the RAN-spelling relation is similar to that of the RAN-reading relation. A random-effects model with robust variance estimation was used to analyze 264 RAN-spelling effect sizes and 385 RAN-reading effect sizes from 103 studies. Results indicated a moderate association between RAN and spelling ( $$r=.35$$ ) and between RAN and reading ( $$r=$$ .44) with a moderately high degree of heterogeneity. In addition, moderator analyses revealed both similarities and differences in the moderators of the RAN-spelling and RAN-reading relation. Whereas RAN letters and digits correlated more strongly with spelling and reading than colors and objects, RAN correlated more strongly with spelling of real words than pseudowords and more strongly with spelling in opaque orthographies than in intermediate or transparent orthographies. Our findings suggest that RAN is related to both reading and spelling partly because it contributes to the formation of print-to-sound or sound-to-print connections.

Learning Letters: Evidence and Questions From a Science‐of‐Reading Perspective

ABSTRACTIn this article, I illustrate how research from cognitive science and the science of reading can inform research on the science of reading instruction. This purpose is accomplished by focusing on four recently published randomized control trials of instruction designed to teach alphabet letters to 3‐ and 4‐year‐old children (N= 342) attending preschool in the United States. Approximately 35% of the children were dual‐language learners. Instruction ranged from 10 to 12 weeks’ duration and was implemented in small groups taught by research assistants. Evidence for the value of explicit instruction in which paired‐associate learning connecting visual letter forms with their verbal letter labels (names and sounds) for learning letters is reviewed. The effectiveness of explicit instruction for promoting children’s motivation and engagement is identified. The relation of these studies to important features of a science of reading is discussed. Collective and individual instructionally related implications from the studies are elaborated, including replicated evidence of the benefit of visual–verbal paired‐associate learning of printed letters and their spoken names or sounds; the positive effects on motivation and engagement of such instruction; and the benefit of decontextualized letter instruction over letter instruction contextualized within storybook reading, real words, and personal names.

Emoji as Affective Symbols: Affective Judgments of Emoji, Emoticons, and Human Faces Varying in Emotional Content.

An important function of emoji as communicative symbols is to convey emotional content from sender to receiver in computer-mediated communication, e. g., WhatsApp. However, compared with real faces, pictures or words, many emoji are ambiguous because they do not symbolize a discrete emotion or feeling state. Thus, their meaning relies on the context of the message in which they are embedded. Previous studies investigated affective judgments of pictures, faces, and words suggesting that these stimuli show a typical distribution along the big two emotion dimensions of valence and arousal. Also, emoji and emoticons have been investigated recently for their affective significance. The present study extends previous research by investigating affective ratings of emoji, emoticons and human faces and by direct comparison between them. In total, 60 stimuli have been rated by 83 participants (eight males, age: 18–49 years), using the non-verbal Self-Assessment Manikin Scales for valence and arousal. The emotionality of the stimuli was measured on a 9-point Likert scale. The results show significant main effects of the factors “stimulus category” and “discrete emotion” including emotionality, valence and arousal. Also, the interaction between these two main factors was significant. Emoji elicited highest arousal, whereas stimuli related to happiness were rated highest in valence across stimulus categories. Angry emoji were rated highest in emotionality. Also, the discrete emotion was best recognized in emoji, followed by human face stimuli and lastly emoticons.

A Pilot Single-Case Experimental Design Study of Rapid Syllable Transition Treatment for Italian Children With Childhood Apraxia of Speech.

Background The Rapid Syllable Transition (ReST) treatment is an effective intervention designed to address the planning and programming disorder found in childhood apraxia of speech. To date, no study has considered its use with children who speak languages other than English. Aim This pilot study aimed to examine the use of ReST treatment with Italian children. We hypothesized that the ReST approach would improve the overall accuracy of the targeted behaviors of lexical stress, smoothness, and phonemic accuracy, whereas phonemic and phonetic accuracy of untreated items would remain stable. Method Two monolingual Italian-speaking children with childhood apraxia of speech received therapy in 12 one-hour sessions, 2-3 times per week, using a single-case experimental design. The treatment procedures used in English were replicated in Italian with one change: In English, two stress patterns are treated. Italian commonly uses three stress patterns; therefore, the stimuli were modified accordingly. Accuracy of articulation, lexical stress, and smoothness were assessed at pretreatment and 1 day, 1 week, and 4 months posttreatment in treated and untreated pseudowords and in real words and sentences. Results Both children improved on treated pseudowords and real words with moderate effect sizes, but only one child generalized to untreated pseudowords. Maintenance of treatment results was observed in both participants. Articulation of control phonemes did not change. Conclusions ReST treatment in Italian is feasible, and a treatment effect was found, showing that its use may be valid in languages other than English. Further research is required. Supplemental Material https://doi.org/10.23641/asha.14348060.

Practice and Experience Predict Coarticulation in Child Speech

ABSTRACT Much research in child speech development suggests that young children coarticulate more than adults. There are multiple, not mutually-exclusive, explanations for this pattern. For example, children may coarticulate more because they are limited by immature motor control. Or they may coarticulate more if they initially represent phonological segments in larger, more holistic units such as syllables or feet. We tested the importance of several different explanations for coarticulation in child speech by evaluating how four-year-olds’ language experience, speech practice, and speech planning predicted their coarticulation between adjacent segments in real words and paired nonwords. Children with larger vocabularies coarticulated less, especially in real words, though there were no reliable coarticulatory differences between real words and nonwords after controlling for word duration. Children who vocalized more throughout a daylong audio recording also coarticulated less. Quantity of child vocalizations was more predictive of the degree of children’s coarticulation than a measure of receptive language experience, adult word count. Overall, these results suggest strong roles for children’s phonological representations and speech practice, as well as their immature fine motor control, for coarticulatory development.

Paranoia is associated with impaired novelty detection and overconfidence in recognition memory judgments.

False recognition, or the mis-categorization of a "new" stimulus as "old," might support fixed false beliefs by blocking new learning or otherwise contributing to internal representations of the world that are at odds with reality. However, the mechanisms through which false recognition is facilitated among paranoid individuals remain unclear. We examined 2 phenomena that may contribute to this effect: an overreliance on fluency-based processes during recognition, manifesting as a lower threshold for judging items as recently studied, and a propensity to require less information to come to a highly confident judgment. The former would be expected to be particularly pronounced among items that are generally familiar, as opposed to completely novel. Here, we manipulated familiarity in a recognition memory paradigm by using stimuli that varied in their rate of extraexperimental exposure (i.e., real words vs. pseudowords). Further, to determine whether paranoia was associated with a tendency to differentially misallocate confidence to errors, we calculated a hierarchical Bayesian estimate of metacognitive sensitivity (meta-d') in addition to the more classic d'. In line with our hypotheses, paranoia was associated with an increased rate of false alarm errors, differentially so for familiar versus unfamiliar stimuli, suggesting that a context-agnostic, familiarity-based memory system might underlie observed memory distortions. What's more, paranoia was associated with heightened confidence on error trials and reduced metacognitive sensitivity. These findings highlight 2 distinct deficits-in both novelty detection and metacognitive monitoring-that contribute to false recognition judgments, offering targets for cognitive interventions to reduce memory distortion among paranoid individuals. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Kurika - uma instalação interactiva de realidade mista e arte em realidade virtual.

“Kurika” presents itself as a research project / tribute to the literature work “Cão como Nós” by Manuel Alegre. It was publicly presented as an artwork at “Escritaria2019” both as an interactive mixed reality and Virtual Reality installation. In it, a three-dimensional dog made up of words (all of the Alphabet) responds to voice commands (barking if its name “Kurika” is said) and to movements of the audience, triggering sounds and moving images of places of experiences and affections. The main elements of a continuous nonlinear narrative triggered by the interaction. Therefore, the present paper speaks about the development of this project and argues the role of a luminous plane where virtual and real words relate to memory.

Targeted Reading Instruction: Four Guiding Principles

AbstractThis article describes four key principles from Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention), an evidence‐based early reading intervention and professional development program. Focused on accelerating the growth of students not yet meeting grade‐level expectations, one‐on‐one 15‐minute daily TRI lessons engage students in developing phonemic awareness, phonics knowledge, decoding, fluency, vocabulary, and beginning reading comprehension. Four key principles guide TRI, which can be applied to classroom reading instruction. First, all work is done in the context of real words and connected text, placing meaning at the heart of instruction. Second, lessons keep it moving, as they follow a consistent structure, use activities to achieve multiple objectives, and make use of all available resources. Third, TRI teachers let the student do the work, engaging students in productive struggle. Fourth, explicit teaching of skills such as blending provides students with unique strategies to become confident independent readers.

Visual Arabic Word Recognition during Subliminal and Supraliminal Presentations: A Lexical Decision Study in Normal and Disabled Readers

This study aimed at assessing visual word recognition in normal skilled (NRs) and disabled adult Arabic readers (DRs) using masked subliminal and supraliminal word presentations in a lexical decision task (LDT). The main assumption of this investigation was that, as a consequence of their reading disability, DRs would exhibit slower reaction times (RTs) and lower performance than NR in the supraliminal condition. By contrast, since words identified subliminally are thought to occur thanks to advanced orthographic (not phonological skills), it was assumed that this presentation mode would diminish the differences between DRs and NRs. RTs and d’ detection measures were analyzed in 59 NRs and 21 DRs who had to decide whether visually presented letter strings corresponded to real Arabic words or to pseudowords. The statistical analyses conducted on RTs and d’ showed that, although both groups showed a lexicality effect (faster RTs for words than for pseudowords), the DRs compared to NRs showed longer RTs and lower detection measures in the supraliminal mode. Importantly, in the subliminal mode, no group effect was found in terms of RTs and the size of the difference between groups in terms of detection decreased. Also, in this latter presentation condition, we observed that the lexicality effect was significant in the DRs but not in the NRs. These findings are discussed in relation to other studies indicating that DRs might have benefited from good orthographic skills, on which they rely to compensate for their phonological deficits.

Corpus-based technique for improving Arabic OCR system

<p><span>An optical character recognition (OCR) refers to a process of converting the text document images into editable and searchable text. OCR process poses several challenges in particular in the Arabic language due to it has caused a high percentage of errors. In this paper, a method, to improve the outputs of the Arabic Optical character recognition (AOCR) Systems is suggested based on a statistical language model built from the available huge corpora. This method includes detecting and correcting non-word and real words error according to the context of the word in the sentence. The results show that the percentage of improvement in the results is up to (98%) as a new accuracy for AOCR output. </span></p>

THE QUINTESSENCE OF THE WORKS OF CHINESE LITERARY GIANT LI BAI AND THE DESCRIPTION OF TRADITIONAL KAZAKH POEMS

In the modern world, the process of integration between Kazakhstan and China is intensifying. As a result, there is a growing interest and demand for each other's language, culture and literature among the citizens of the two countries. Acquaintance with the mentality and culture of the country begins with the works of the literary giants of this country. And Li Bai is a giant of Chinese literature. However, until now we have considered his works of art only through translations and concepts of Russian scientists, so now it is necessary to study them from a new point of view by Kazakhstani researchers. Only then can the previously unknown secrets of Li Bai's poems be revealed.Furthermore, the poem is a small poetic work. A sequence of real words, the rhythm of which are normalized, the syllables are in a certain order. The peculiarities of Kazakh poems and Chinese literary giant Li Bai’s works are identical. There are some similarities and differences between them. Poems in Kazakh folklore are associated with labor (hunting, four products, March poems), ancient beliefs (shamanic, seduction), customs (rituals, weddings, mourning poems), black poetry, historical poems, aitys poems. While, Li Bai wrote about nature and its beauty.

Abstract knowledge of emphatic reduplication in Turkish

This study investigated whether native speakers of Turkish have abstract knowledge regarding the principles guiding the selection of appropriate reduplicative forms in emphatic reduplication in Turkish. 14 native speakers of Turkish completed the study. The participants were asked to reduplicate 48 non-words in 4 experimental conditions where the number of segments and the phonological features of the word forms were manipulated. The 4 experimental conditions had VCV (e.g. /ukɑ/), CVC (e.g. /lɔt/), CVCV (e.g. /gεʒi/), and VCCV (e.g. /ɔhfɑ/) sequences. Each condition included 12 items. In each of the CVC, CVCV, and VCCV conditions, the base forms for 6 items did not include consonants used productively as interpolated consonants {p, m, s}. The next 6 conditions included {p, m, s} either as the first, or the second consonant in the base form of the non-word. The results indicated that the interpolated consonant in Turkish was taken from the set of {p, m, s}. Moreover, the interpolated consonant was sometimes identical to the second consonant of the base, but never to the first consonant. The most frequently produced interpolated consonant was {p}. In the VCV, and VCCV conditions, {m} was preferred over {s}. In the CVC, and CVCV conditions, {s} was preferred over {m}. The results demonstrate that Turkish native speakers were able to extend the reduplication strategies they employed in real words to non-words.