Biomedical subjects

D Jared

Publications and source records attributed to D Jared.

4 recordsLinked to original sources

PubMed2001

Homophone effects in lexical decision.

The role of phonology in word recognition was investigated in 6 lexical-decision experiments involving homophones (e.g., MAID-MADE). The authors' goal was to determine whether homophone effects arise in the lexical-decision task and, if so, in what situations they arise, with a specific focus on the question of whether the presence of pseudohomophone foils (e.g., BRANE) causes homophone effects to be eliminated because of strategic deemphasis of phonological processing. All 6 experiments showed significant homophone effects, which were not eliminated by the presence of pseudohomophone foils. The authors propose that homophone effects in lexical decision are due to the nature of feedback from phonology to orthography.

Adult↗

PubMed2000

Exposure to print and word recognition processes.

The effect of exposure to print on the efficiency of phonological and orthographic word recognition processes was examined by comparing two groups of university students having similar reading comprehension scores but different levels of exposure to print. Participants with a high level of exposure to print were faster and more accurate in naming pseudowords, in choosing the correct member of a homophone pair, and in making lexical decisions when nonwords were pseudohomophones. In the lexical decision task, low-print-exposure participants were more sensitive to the frequency of the orthographic patterns in the stimuli. The results of a form priming task demonstrated that high-print-exposure participants more quickly and strongly activated the orthographic representations of common words and subsequently more strongly activated the corresponding phonological representations. Even among successful students, differences in exposure to print produce large differences in the efficiency of both orthographic and phonological word recognition processes.

Adult↗

PubMed1999

The role of phonology in the activation of word meanings during reading: evidence from proofreading and eye movements.

Six experiments explored the role of phonology in the activation of word meanings when words were embedded in meaningful texts. Specifically, the studies examined whether participants detected the substitution of a homophone mate for a contextually appropriate homophone. The frequency of the incorrect homophone, the frequency of the correct homophone, and the predictability of the correct homophone were manipulated. Also, the impact of reading skill was examined. When correct homophones were not predictable and participants had a range of reading abilities, the evidence indicated that phonology plays a role in activating the meanings of low-frequency words only. When the performance of good and poor readers was examined separately, the evidence indicated that good readers primarily activate the meanings of words using the direct route, whereas poor readers primarily activate the meanings of words using the phonological route.

Adult↗

PubMed1990

Naming multisyllabic words.

The process of reading multisyllabic words aloud from print was examined in 4 experiments. Experiment 1 used multisyllabic words that vary in terms of the consistency of component spelling-sound correspondences. The stimuli were regular, regular inconsistent, and exception words analogous to the monosyllabic items used in previous studies. Both regular inconsistent and exception words produced longer naming latencies than regular words. In Experiment 2 these differences between word types were found to be limited to lower frequency items. Experiment 3 showed that effects of number of syllables on naming latency are also limited to lower frequency words when the stimulus display forced subjects to use syllabic units. Thus, frequency modulates the effects of two aspects of lexical structure-consistency of spelling-sound correspondences and number of syllables. The results suggest that the naming of multisyllabic words draws on some of the same knowledge representations and processes as monosyllabic words; however, naming does not require syllabic decomposition. The results are discussed in the context of current models of naming.

Adult↗