Word Recognition Research Articles

The role of phonological overlap and cognates in dual logographic bilinguals’ phonological processing

Most previous studies on Chinese-Japanese bilingual lexical access have shown that cognates can facilitate L2 Japanese word recognition, and phonological overlap cannot. However, the findings from this research challenge those findings. In this study, both high- and low- proficient JFL (Japanese as a Foreign Language) learners performed phoneme monitoring tasks in their second language. Orthographically similar words with high or low phonological and semantic similarity were fully crossed. Our results suggest that phonological overlap across Chinese and Japanese interferes with phoneme processing speed and accuracy, especially those of the low-proficient JFL learners. Yet as their L2 proficiency improves, this inhibition effect can become smaller. In addition, cognate semantic overlap marginally interacts with L2 proficiency to affect phoneme recognition, though cognates do not directly play a role in phoneme processing. The theoretical implications of our research suggest that phonology functions as a non-selective element in the phonological access phase for bilinguals literate in two logographic languages. Moreover, cross-logographic processing does not conform to the cascading model; instead, it can be more accurately described by the modular or interactive models of bilingual processing.

Emerging Roots: Investigating Early Access to Meaning in Maltese Auditory Word Recognition.

In Semitic languages, the consonantal root is central to morphology, linking form and meaning. While psycholinguistic studies highlight its importance in language processing, the role of meaning in early lexical access and its representation remain unclear. This study investigates when meaning becomes accessible during the processing of Maltese verb forms, using a computational model based on the Discriminative Lexicon framework. Our model effectively comprehends and produces Maltese verbs, while also predicting response times in a masked auditory priming experiment. Results show that meaning is accessible early in lexical access and becomes more prominent after the target word is fully processed. This suggests that semantic information plays a critical role from the initial stages of lexical access, refining our understanding of real-time language comprehension. Our findings contribute to theories of lexical access and offer valuable insights for designing priming studies in psycholinguistics. Additionally, this study demonstrates the potential of computational models in investigating the relationship between form and meaning in languageprocessing.

Timing of bilateral sequential cochlear implantation for children: determination of its benefit.

To evaluate monosyllable word recognition in noise under different conditions in bilateral sequential cochlear implants (CIs). Second, to assess subjective hearing benefits among bilateral sequential CIs, bimodal hearing, and CI-only groups. Lastly, to analyze the prognostic factors affecting CI outcomes in children with bilateral sequential CIs. Sixty-five children with CI were enrolled. Mandarin monosyllable recognition tests in noise and the Speech, Spatial, and Qualities of Hearing Scale (SSQ) were used to assess post-CI outcomes. The SSQ benefits were compared among children with bilateral CIs, bimodal hearing, and CI-only. Bilateral CIs significantly outperformed the first or second CI alone using in noise. The bilateral CI group had significantly better SSQ scores for speech, qualities, and total scores compared to the CI-only group. Additionally, 41% of the variance in speech perception of the second CI can be attributed to the inter-implantation interval between bilateral CIs. Bilateral sequential CIs can enhance speech perception in noise and daily life-functioning for children. Earlier implantation of bilateral sequential CIs results in better outcomes, while inter-implantation interval exceeding 9.6 years between bilateral CIs may lead to poor second CI performance in noise. Therefore, early bilateral sequential CIs should be encouraged.

Listening effort in children and adults in classroom noise

It is well known that hearing in noisy situations is more challenging than in quiet environments. This holds true for adults and especially for children. This study employed a child-appropriate dual-task paradigm to investigate listening effort in children aged six to ten years and young adults. The primary task involved word recognition, while the secondary task evaluated digit recall. Additionally, subjective perception of listening effort was assessed using a child-appropriate questionnaire. This study incorporated plausible sound reproduction and examined classroom scenarios including multi-talker babble noise with two signal-to-noise ratios (0 dB and −3 dB) in an anechoic and an acoustically simulated classroom environment. Forty-four primary school children aged six to ten (17 first- to second-graders and 18 third- to fourth-graders) and 25 young adults participated in this study. The results revealed differences in listening effort between the noise conditions in third- to fourth-graders and supported using the dual-task paradigm for that age group. For all three age groups, a greater subjective perception of listening effort in noise was found. Furthermore, a correlation between the subjective perception of listening effort and behavioural listening effort based on the experimental results was found for third- to fourth-graders and adults.

Word recognition from Indian Sign Language in videos using dual feature descriptor and GMT-MASKRCNN recognition technique

Word recognition from Indian Sign Language in videos using dual feature descriptor and GMT-MASKRCNN recognition technique

Study on the event-related potential in recognition of emotional words between typical “five-state personality”

Objective: To explore the event-related potential (ERP) differences of people with typical traditional Chinese medicine (TCM) “five-state personality” in the task of judging the emotional attributes (positive, neutral, and negative) of Chinese words. Methods: The “five-state personality test” was applied to screen the typical TCM “five-state personality”, and three groups were established including positive personality, negative personality, and atypical personality. The differences of electroencephalogram (EEG) components in the task of judging the emotional attributes of Chinese words were collected using ERPs. The 3 personality groups ×3 words with emotional attributes were analyzed by two-way analysis of variance (ANOVA). Results: The N1 and P300 components were induced successfully. The analysis on the mean values of corresponding electrodes in left frontal lobe, right frontal lobe, frontal lobe and parietal lobe showed that in the typical negative personality group, the absolute value of N1 amplitude was smaller in the prefrontal and frontal lobes, and the latency was shorter in the left frontal lobe, while in the typical positive personality group, the absolute value of N1 amplitude was larger in the left frontal lobe. In the prefrontal and frontal lobes, the N1 peak absolute value of negative words was higher and the latency was longer, and the N1 latency of neutral words was shorter. The N1 latency of positive words was shorter in the parietal lobe. In the right frontal and frontal lobes, the P300 peak of negative words was higher and the latency was longer, while the latency of positive words was longer in the parietal lobe. In addition, there was some interaction between personality groups and emotional attributes of words. Conclusion: When people with typical “five-state personality” judge the emotional attributes of words, the absolute value of N1 amplitude in left prefrontal lobe of typical positive personality group is high, while that of typical negative personality group was small and the latency is short. The P300 latency of negative words is longer in the right frontal and frontal lobes, and that of positive words is longer in the parietal lobes, with more significant difference in the positive personality group.

The role of emotional prototypicality in Chinese emotion word recognition: evidence from implicit and explicit emotion tasks

Abstract Emotional prototypicality (EmoPro) quantifies the extent to which an emotion-label word represents emotion concepts. While previous research demonstrated faster recognition for high EmoPro words than low EmoPro words in Spanish, the modulation of EmoPro on emotion word recognition in other languages and its dependence on task demands remain unclear. This study employed both the lexical decision task (Experiment 1) and the valence judgment task (Experiment 2) to investigate the EmoPro effect among Chinese speakers. The results not only confirmed the role of EmoPro in Chinese emotion word recognition, supporting the prototype theory of emotion concepts, but also highlighted that the EmoPro effect was more pronounced in the valence judgment task (an explicit emotion task) than in the lexical decision task (an implicit emotion task). This suggests that EmoPro is associated with the ease of accessing emotion concepts and serves as an affective-semantic variable.

The Reicher-Wheeler paradigm in word recognition research: a cautionary note on its actual contributions and published misconceptions

The study of word recognition has been influenced greatly by findings obtained when visual stimuli are presented very briefly. Under these conditions, a great deal of evidence suggests that words are perceived better than nonwords, and even single letters, and it is generally accepted that these “word superiority effects” reflect the relative efficiency with which words are perceived. For more than 50 years, a key procedure for establishing these effects has been the Reicher-Wheeler Paradigm in which potentially confounding effects of non-perceptual guesswork are cleverly suppressed. More recently, however, the actual nature of the Reicher-Wheeler paradigm and its contribution to research have become misrepresented in a range of publications, and its use in experiments has been confused and conflated with other, less sophisticated procedures. In this article we describe the actual contributions made by the Reicher-Wheeler Paradigm to word recognition research and show examples of how these important contributions have been misunderstood and misconceived in experiments reported in the recent literature.

Modelling the bilingual lexicon as a multiplex phonological network.

Phonological word form networks of the mental lexicon are of psycholinguistic relevance, offering insights into the efficiency of lexical access. While much research has concentrated on first languages, there is growing evidence suggesting that phonological networks of second languages are equally significant for lexical processes. Bilingual language processing is proposed to involve the integration of first and second languages, with lexical activation spreading between similar word forms in both languages. Multiplex networks provide a framework to combine different phonological networks, allowing for the analysis of the integrated lexical system's behaviour during lexical processing. In the context of the present study, which focusses on German learners of English as a second language, a multiplex network analysis was constructed to model the interactive complexity of the bilingual mental lexicon. The study tested cross-linguistic effects in a word recognition task using English stimuli. Results revealed that during lexical processing in their second language English, German speakers also activate phonological neighbours from German. In addition, the bilinguals are attuned to the interconnectedness (i.e., clustering) of the German and English neighbours with one another in the phonological neighbourhood of the English target words. These findings can contribute to the ongoing debate on the degree of integration in the bilingual mental lexicon and shed light on the role that phonological networks can play in modelling bilingual lexical processing. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Heterogeneous Hierarchical Fusion Network for Multimodal Sentiment Analysis in Real-World Environments

Multimodal sentiment analysis models can determine users’ sentiments by utilizing rich information from various sources (e.g., textual, visual, and audio). However, there are two key challenges when deploying the model in real-world environments: (1) the limitations of relying on the performance of automatic speech recognition (ASR) models can lead to errors in recognizing sentiment words, which may mislead the sentiment analysis of the textual modality, and (2) variations in information density across modalities complicate the development of a high-quality fusion framework. To address these challenges, this paper proposes a novel Multimodal Sentiment Word Optimization Module and a heterogeneous hierarchical fusion (MSWOHHF) framework. Specifically, the proposed Multimodal Sentiment Word Optimization Module optimizes the sentiment words extracted from the textual modality by the ASR model, thereby reducing sentiment word recognition errors. In the multimodal fusion phase, a heterogeneous hierarchical fusion network architecture is introduced, which first utilizes a Transformer Aggregation Module to fuse the visual and audio modalities, enhancing the high-level semantic features of each modality. A Cross-Attention Fusion Module then integrates the textual modality with the audiovisual fusion. Next, a Feature-Based Attention Fusion Module is proposed that enables fusion by dynamically tuning the weights of both the combined and unimodal representations. It then predicts sentiment polarity using a nonlinear neural network. Finally, the experimental results on the MOSI-SpeechBrain, MOSI-IBM, and MOSI-iFlytek datasets show that the MSWOHHF outperforms several baselines, demonstrating better performance.

Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension

AbstractThis study tested whether encouraging prediction enhances prediction in second language (L2) speakers. L2 English speakers listened to English sentences like The woman … will read/buy one of the newspapers while viewing the target (a newspaper) and distractor objects (a rose, a bowl, and a mango) on a screen and clicked on the target as quickly as possible. The target was predictable (read) or unpredictable (buy) from the verb meaning. Participants looked at the target longer and were quicker to move the mouse to it when instructed to predict sentence continuation than when they were merely instructed to comprehend sentences. This result held true both when the target was predictable and unpredictable. Furthermore, only when instructed to predict did the participants make more clicking errors when the target was unpredictable than predictable, which suggested that encouraging prediction can interfere with word recognition accuracy in unpredictable contexts due to reduced cognitive resources or failed predictions.

Top-down feedback normalizes distortion in early visual word recognition: Insights from masked priming.

The identification of visually presented words tolerates distortions in the input format, as Hannagan et al. Plos One, 7, e32121, (2012) demonstrated in a masked priming lexical decision task, showing sizable identity-priming effects with CAPTCHA-like primes. This tolerance to distortion has two potential explanations: bottom-up normalization in the encoding stage (Dehaene et al., Trends in Cognitive Sciences, 9, 335-341, 2005) or top-down lexical feedback (McClelland & Rumelhart, Psychological Review, 88, 375-407, 1981). To disentangle the predictions of these accounts, we conducted two masked identity-priming experiments with printed and CAPTCHA-like distorted primes on high- and low-frequency words. The rationale was that, in the distorted format, high-frequency words would benefit more from top-down feedback than low-frequency words. Results in the lexical decision experiment showed that, for high-frequency words, identity-priming effects were only slightly greater for printed than for CAPTCHA-like primes, whereas this difference was larger for low-frequency words. In contrast, when employing the same-different matching task, which does not require lexical access, the identity-priming effect was greater for printed primes and was unaffected by word frequency. Thus, during lexical access, top-down feedback may help normalize the visual input in the early stages of word recognition, challenging bottom-up models of visual word recognition.

Neighbourhood Density in Spoken Word Recognition: An Eye-Tracking Study

Bilingual acquisition research has so far focused on comparisons with monolingual children in terms of linguistic features, performance on standardised tests, input, etc. In contrast, new methodologies, such as eye-tracking, can offer a more detailed understanding of the way bilinguals use both language systems. Eye fixations provide evidence of online processing. This study investigates spoken word recognition in children and adults. Word retrieval is affected by the number of words that minimally differ from the target (neighbourhood). Previous research found that only bilingual adults activated a similar-sounding competitor from the other language. As children have been found to be sensitive to neighbourhood density from quite early in previous research, similar results might be expected. This study includes 56 subjects (11 German–English bilingual and 12 English monolingual children, aged 8; 21 English monolingual and 12 German–English bilingual adults). The subjects’ online processing of competing items for high- and low-density targets was compared. The results confirm that neighbourhood density affects word recognition in adults and children. The bilingual children activated same-language competitors as well as similar-sounding competitors from the other language. Adults and children differed in terms of latencies, and the monolinguals were more accurate than the bilingual subjects.

Disproportionately high loss in speech intelligibility

The influence of hearing impairment on everyday hearing can be estimated by speech audiometry. There is agreat deal of variability in the dependence of word recognition scores on pure-tone hearing loss. Alarge clinical database of 28,261records with complete tone and speech audiometry data was analyzed. The maximum monosyllabic word recognition score was evaluated as afunction of hearing loss. Its distribution was analyzed in detail. In arank analysis, the distribution of percentiles was determined as afunction of pure-tone hearing loss up to 80 dBHL. The percentiles of the distribution of maximum word recognition scores for agiven pure-tone hearing loss derived here can be used as reference values for adisproportionately high loss of speech recognition.

Adult Simultaneous Cochlear Implantation: Local Anesthesia.

Purpose: Cochlear implant (CI) surgery is conventionally done under general anesthesia (GA). However, many patients are unable to undergo GA due to various reasons, raising the need for an alternative safe option. CI under local anesthesia is feasible and safely done in patients who can't tolerate GA. This approach allows for device fitting immediately after surgery. This study aims to evaluate simultaneous bilateral cochlear implant (BiCI) surgery performed under local anesthesia with sedation in adults. To our knowledge, this is the largest cohort of patients who underwent this approach. Methods: This is a retrospective chart review in a tertiary center. We included all adult patients who underwent simultaneous BiCI under local anesthesia with sedation from 2018 to 2024. The feasibility of BiCI under local anesthesia with sedation was assessed through clinical, surgical, audiological, and patient questionnaire data. Results: Six patients underwent simultaneous BiCI with local anesthetic and sedation. Mean age was 41.7 ± 16.0, comprising 66.7% male and 33.3% female. No intraoperative problems were encountered. All woke up from sedation without any agitation or difficulties. Their recovery was uneventful. No dizziness, nausea, or vomiting were reported. The device was activated immediately postoperatively. Pure tone audiometry, speech reception threshold, and word recognition score were significantly improved. Positive experiences were reported in all patients. Conclusion: Bilateral simultaneous cochlear implantation under local anesthesia in adults is achievable, through a multidisciplinary approach. This approach is a potential alternative option for some patients and could optimize their hearing rehabilitation.

Validation of On-Head OPM MEG for Language Laterality Assessment.

Pre-surgical localization of language function in the brain is critical for patients with medically intractable epilepsy. MEG has emerged as a valuable clinical tool for localizing language areas in clinical populations, however, it is limited for widespread application due to the low availability of the system. Recent advances in optically pumped magnetometer (OPM) systems account for some of the limitations of traditional MEG and have been shown to have a similar signal-to-noise ratio. However, the novelty of these systems means that they have only been tested for limited sensory and motor applications. In this work, we aim to validate a novel on-head OPM MEG procedure for lateralizing language processes. OPM recordings, using a soft cap with flexible sensor placement, were collected from 19 healthy, right-handed controls during an auditory word recognition task. The resulting evoked fields were assessed for hemispheric laterality of the response. Principal component analysis (PCA) of the grand average language response indicated that the first two principal components were lateralized to the left hemisphere. The PCA also revealed that all participants had evoked topographies that closely resembled the average left-lateralized response. Left-lateralized responses were consistent with what is expected for a group of healthy right-handed individuals. These findings demonstrate that language-related evoked fields can be elucidated from on-head OPM MEG recordings in a group of healthy adult participants. In the future, on-head OPM MEG and the associated lateralization methods should be validated in patient populations as they may have utility in the pre-surgical mapping of language functions in patients with epilepsy.

Reading Comprehension of Key Stage 2 Learners

Reading comprehension is a critical learning skill for all students, as it is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. There are many reasons why children may have difficulty understanding what they read, including a lack of vocabulary, fluency, and word recognition. In this premise, this study aimed to determine the reading comprehension levels of key stage 2 learners in terms of vocabulary, fluency, and word recognition. The study was tested on 83 key stage 2 learners using a self-made questionnaire that passed stringent tests of validity and reliability. The data were statistically analyzed using the mean, t-test, and analysis of variance. Overall, the reading comprehension level of key stage 2 learners was at an instructional level. When grouped according to four variables, the reading comprehension level of key stage 2 learners in all three areas is at the instructional level. Further, no difference was found in the reading comprehension level of key stage 2 learners in all three areas when compared by their profile variables. Learners’ instructional rating in the three areas stems from poor vocabulary knowledge and less mastery in reading basic sight words that impede them from comprehending the given reading material. These calls for DepEd authorities, reading implementers, and school stakeholders to consider the reading profile of key stage 2 learners in proposing reading programs and in the development of localized instructional materials. Keywords: Reading comprehension, Key Stage 2, learners

Reading Proficiency Among Grade 7 Learners

Analyzing reading competency in children in Grade 7 provides insightful information on learning objectives, cognitive growth, and the efficacy of literacy training. This information has consequences for teaching practices, educational systems, and individual students. This study assessed the reading proficiency of 146 Grade 7 students using a standardized test. The data were statistically analyzed using the mean, Mann-Whitney U-test, and analysis of variance. Results showed that the overall reading proficiency of the students was at a frustration level. When grouped by three different variables, the students’ reading proficiency stayed at the frustration level across all categories. Furthermore, no significant differences were found in reading proficiency when comparing students based on their profile variables. In this context, this paper ascertained the reading proficiency of Grade 7 learners in a public secondary school in a medium-sized division in Central Philippines for the Academic Year 2022–2023. Data needed for this descriptive study was collected from 146 respondents using a standardized instrument from the Oral Verification Test with one reading passage and a 7-item question. The ensuing analysis showed that the reading proficiency of Grade 7 Learners was at the frustration level, a level that signals a need for intervention, support, and reflection on instructional practices. This result calls for a customized reading plan to bring relevance and answer to the needs of the learners who still have difficulty in their reading proficiency level. Keywords: Language education, reading proficiency, word recognition, reading comprehension, Negros Oriental, Philippines

Developing and Validating Monosyllabic Speech Materials with Psychometric Homogeneity for Young Adult Turkish-Azeri Speakers in Iran and Compiling the Equivalent Word Lists

Background and Aim: For the Word Recognition Score (WRS) test, homogenous lists of words with similar difficulty levels are needed. This study aimed to develop and validate Turkish-Azeri monosyllabic words with phonetic balance and psychometric homogeneity for the WRS test in young adult Turkish-Azeri speakers in Iran and to compile four 25-item word lists. Methods: In this cross-sectional/comparative study, four lists of 25 monosyllabic words with phonetic balance were created by extracting common words from Turkish-Azeri dialects and assessing them in terms of ease of use, familiarity, and relevance. Then, the lists were tested on 40 young adult Azari speakers aged 18–25 years to determine the validity and reliability. Results: All four lists showed adequate face and content validity. Cronbach’s alpha and split-half values for all four lists were above 0.9, indicating acceptable internal consistency and reliability. Construct validity was confirmed the factor analysis with one-dimensional variance of 77.9%, 80.0%, 79.9%, and 88% for the word lists 1 to 4, respectively, and reported the single-factor solution of the index in all four lists. Also, test-retest reliability with a two-week interval with Pearson correlation coefficients of the lists were 0.94, 0.97, 0.97, and 0.96, respectively. Conclusion: The four developed Turkish-Azeri word lists have phonetic balance and psychometric homogeneity with a high level of validity and reliability, which makes them suitable for evaluating the recognition of monosyllabic words by young adults in hearing centers of Azeri cities in Iran. Keywords: Speech audiometry; speech discrimination test; Azeri; monosyllabic; validity and reliability; psychometric function

Developing Multisyllabic Decoding and Encoding Skills with Upper Elementary Learners: Reporting Two Cycles of Design-Based Research

The purpose of this study was to develop and evaluate lessons on multisyllabic decoding and encoding with upper elementary students. Participants in this study were third, fourth, and fifth graders in a rural school in the southeast region of the United States. Design-based research was utilized with two cycles of implementation. Students were assessed at baseline, following the first cycle of implementation (and preceding the second cycle), and again after the second cycle using a battery of reading measures. Participants within each cycle received a 45-min daily intervention which included modeling, guided practice, and independent practice across word reading and spelling in isolation and in meaningful texts. Results across cycles indicated increases in students’ word recognition, vocabulary, morphology, and self-efficacy. Implications for research and practice are further discussed.