Phonology – ESC Research

Elaborative feedback: Engaging reward and task-relevant brain regions promotes learning in pseudoword reading aloud

Cognitive, Affective, & Behavioral Neuroscience

Published in: Cognitive, Affective, & Behavioral Neuroscience, Volume 18, Issue 1, 68-87 Abstract “Although much is known about the cognitive and neural basis of establishing letter-sound mappings in learning word forms, relatively little is known about what makes for the most effective feedback during this process. We sought to determine the neural basis by which elaborative […]

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Phonological recoding under articulatory suppression

Memory & Cognition

Published in: Memory & Cognition, Volume 46, Issue 2, 173-180 Abstract “We report data from an experiment in which participants performed immediate serial recall of visually presented words with or without articulatory suppression, while also performing homophone or rhyme detection. The separation between homophonous or rhyming pairs in the list was varied. According to the working memory

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Can the first letter advantage be shaped by script-specific characteristics?

Journal of Experimental Psychology: Learning, Memory, and Cognition

Published in: Journal of Experimental Psychology: Learning, Memory, and Cognition, Volume 44, Issue 3, 493-500 Abstract “We examined whether the first letter advantage that has been reported in the Roman script disappears, or even reverses, depending on the characteristics of the orthography. We chose Thai because it has several “nonaligned” vowels that are written prior to

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Beyond global differences between monolingual and bilingual children on the nonword repetition task: retention skills for phonemes’ identity and serial order

Bilingualism: Language and Cognition

Published in: Bilingualism: Language and Cognition, Volume 21, Issue 2, 403-418 Abstract “This study compared NRT-performance in monolingual Dutch and bilingual Turkish–Dutch third-graders using a Dutch Nonword Repetition Task (NRT). Several novel response analyses at the phoneme level were applied to further understand the earlier reported overall accuracy differences in NRT-performance between bilinguals and monolinguals. Analyses

Beyond global differences between monolingual and bilingual children on the nonword repetition task: retention skills for phonemes’ identity and serial order Read Post »

Individual phonological attrition in Albanian–English late bilinguals

Bilingualism: Language and Cognition

Published in: Bilingualism: Language and Cognition, Volume 21, Issue 2, 278-295 Abstract “The purpose of this study was to investigate phonological attrition in 10 native Albanian speakers who acquired Standard Southern British English (SSBE) as a second language (L2) in London, United Kingdom. A contrast was examined which is phonemic in Albanian but allophonic in SSBE,

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Listeners learn phonotactic patterns conditioned on suprasegmental cues

The Quarterly Journal of Experimental Psychology

Published in: The Quarterly Journal of Experimental Psychology, Volume 70, Issue 12, 2560-2576 Abstract “Language learners are sensitive to phonotactic patterns from an early age, and can acquire both simple and 2nd-order positional restrictions contingent on segment identity (e.g., /f/ is an onset with /æ/but a coda with /ɪ/). The present study explored the learning of

Listeners learn phonotactic patterns conditioned on suprasegmental cues Read Post »