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Tag: Phonology

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

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 feedback (EF), which contains both reward-related and content-specific information, may be more helpful than feedback containing only one kind of information (simple positive feedback, PF) or the other (content feedback, CF) in learning orthography-phonology (spelling-sound) mappings for novel letter strings. Compared to CF, EF activated… Read More

Phonological recoding under articulatory suppression

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 model (Baddeley, 1986; Baddeley & Hitch, 1974), suppression should prevent articulatory recoding. Nevertheless, rhyme and homophone detection was well above chance. However, with suppression, participants showed a greater tendency to false-alarm to orthographically related foils (e.g., GIVE–FIVE). This pattern is similar to that observed in short-term memory… Read More

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

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 the consonant but phonologically follow it in speech (e.g., แฟน<ε:fn> is spoken as /fɛ:n/) whereas other “aligned” vowels are written and spoken in a corresponding order, as occurs in English (e.g., ฟาก is spoken as /fa:k/). We employed the forced choice decision paradigm of Adelman,… Read More

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

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 in which the retention of phonemes and the retention of their serial order were disentangled revealed that monolinguals outperform bilinguals with respect to the retention of the phonemes themselves. However, both groups did not differ in their retention of the serial order of correctly recalled… Read More

Individual phonological attrition in Albanian–English late bilinguals

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, namely the production of light and dark lateral approximants. Impressionistic and acoustic analyses revealed that one late bilingual completely neutralized the phonemic contrast in her native Albanian speech. Furthermore, two other bilinguals neutralized the phonemic contrast between light /l/ and dark /ɫ/ in coda position,… Read More

Listeners learn phonotactic patterns conditioned on suprasegmental cues

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 phonototactic patterns conditioned on a suprasegmental cue: lexical stress. Adults first heard non-words in which trochaic and iambic items had different consonant restrictions. In Experiment 1, participants trained with phonotactic patterns involving natural classes of consonants later falsely recognized novel items that were consistent with… Read More