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Journal articles on the topic 'Word superiority effect'

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Published: 4 June 2021
Last updated: 9 February 2022

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1

Marchetti, F. M., and D. J. K. Mewhort. "On the word-superiority effect." Psychological Research 48, no. 1 (April 1986): 23–35. http://dx.doi.org/10.1007/bf00309276.

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2

Tempel, Katharina, Lars Kuchinke, Karolina Urton, Lorna H. Schlochtermeier, Hermann Kappelhoff, and Arthur M. Jacobs. "Effects of positive pictograms and words: An emotional word superiority effect?" Journal of Neurolinguistics 26, no. 6 (November 2013): 637–48. http://dx.doi.org/10.1016/j.jneuroling.2013.05.002.

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3

Hildebrandt, Nancy, David Caplan, Scott Sokol, and Lisa Torreano. "Lexical factors in the word-superiority effect." Memory & Cognition 23, no. 1 (January 1995): 23–33. http://dx.doi.org/10.3758/bf03210554.

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4

Krueger, Lester E. "The word-superiority effect and phonological recoding." Memory & Cognition 20, no. 6 (November 1992): 685–94. http://dx.doi.org/10.3758/bf03202718.

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5

Estes, W. K., and Jennifer L. Brunn. "Discriminability and bias in the word-superiority effect." Perception & Psychophysics 42, no. 5 (September 1987): 411–22. http://dx.doi.org/10.3758/bf03209748.

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6

Fort, Mathilde, Elsa Spinelli, Christophe Savariaux, and Sonia Kandel. "The word superiority effect in audiovisual speech perception." Speech Communication 52, no. 6 (June 2010): 525–32. http://dx.doi.org/10.1016/j.specom.2010.02.005.

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7

Lyddy, Fiona, and Catherine Roche-Dwyer. "A bilingual word superiority effect in Irish speakers." Written Language and Literacy 11, no. 1 (October 1, 2008): 1–14. http://dx.doi.org/10.1075/wll.11.1.02lyd.

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The present study employed a dual-language version of the Reicher-Wheeler task to examine the word superiority effect (WSE) in Irish-English bilinguals and L1 English speakers with some Irish language proficiency. Superior skills in written English would be expected in both groups. Forty-nine participants completed a word–letter WSE forced-choice task in both Irish and English. For both languages, and for both groups, an advantage was found for words over letters. The word–letter difference for English stimuli exceeded that for Irish stimuli, at 9% and 4% respectively; however this difference between the languages did not reach statistical significance. Performance did not differ significantly between the two groups, despite a trend suggesting a lower WSE in English for the bilingual group. The lack of difference based on proficiency may reflect the high frequency words employed or similar exposure to written Irish in the two groups, given the dominance of the English language.
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8

Solman, Robert T. "An error analysis of the word-superiority effect." British Journal of Psychology 79, no. 1 (February 1988): 47–62. http://dx.doi.org/10.1111/j.2044-8295.1988.tb02272.x.

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9

Nooteboom, S. G., and M. J. van der Vlugt. "A search for a word‐beginning superiority effect." Journal of the Acoustical Society of America 84, no. 6 (December 1988): 2018–32. http://dx.doi.org/10.1121/1.397046.

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10

Peressotti, F., and R. Job. "Lack of word-superiority effect in processing letter features." Bulletin of the Psychonomic Society 31, no. 5 (May 1993): 433–36. http://dx.doi.org/10.3758/bf03334954.

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11

박수진 and 정우현. "Word Superiority Effect Based on the Hangeul Font Types." Korean Journal of Cognitive Science 18, no. 1 (March 2007): 15–34. http://dx.doi.org/10.19066/cogsci.2007.18.1.002.

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12

CHEN, Lin, Luojin ZHONG, and Ying LENG. "Word superiority effect for low proficiency Korean-Chinese learners." Acta Psychologica Sinica 49, no. 10 (2017): 1277. http://dx.doi.org/10.3724/sp.j.1041.2017.01277.

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13

Sand, Katrine, Thomas Habekost, Anders Petersen, and Randi Starrfelt. "The Word Superiority Effect in central and peripheral vision." Visual Cognition 24, no. 4 (April 20, 2016): 293–303. http://dx.doi.org/10.1080/13506285.2016.1259192.

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14

Williams, Mary C., James B. Gaffney, and Robert T. Solman. "The word-superiority effect under conditions that approximate reading." Brain and Language 25, no. 1 (May 1985): 160–66. http://dx.doi.org/10.1016/0093-934x(85)90127-0.

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15

CHEN, LIN, CHARLES PERFETTI, YING LENG, and YOU LI. "Word superiority effect for native Chinese readers and low-proficiency Chinese learners." Applied Psycholinguistics 39, no. 6 (October 9, 2018): 1097–115. http://dx.doi.org/10.1017/s0142716418000255.

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ABSTRACTWritten word recognition in Chinese links the perception of individual characters with whole words. With experience in reading, a high-quality word representation can provide top-down influence on the perception of its constituent characters, thus producing a word superiority effect (WSE). In experiments using the Reicher–Wheeler paradigm, we examined the WSE in two-character words for native Chinese readers (Experiment 1) and low-proficiency adult Chinese learners with Thai (Experiment 2a) and Indonesian (Experiment 2b) as native language backgrounds. For native Chinese readers, the WSE was smaller for high-frequency than low-frequency characters, reflecting rapid access to more frequently experienced characters and a consequent reduction of top-down word-level effects. Learners of Chinese, however, showed a strong WSE for both low-frequency and high-frequency characters, reflecting less well-established character representations combined with word-level knowledge sufficient to support character recognition. The results suggest that native Chinese readers develop strong representations at both the character and the word level, while low-proficiency Chinese learners are more dependent on the word level. We discuss the possibility that a word-level emphasis Chinese foreign language instruction is one reason for this pattern.
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16

Salvemini, Anthony V., Alan L. Stewart, Dean G. Purcell, and Roger S. Pinkham. "A Word-Superiority Effect in the Presence of Foveal Load." Perceptual and Motor Skills 86, no. 3_suppl (June 1998): 1311–19. http://dx.doi.org/10.2466/pms.1998.86.3c.1311.

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Foveal stimuli have been shown to disrupt visual information processing in the parafovea and periphery by their mere presence. In the present study, 6 subjects were presented letter triads 3.58° to the right or left of the point of fixation. At the same time, a single letter was presented at the point of fixation that was either the same as the middle letter in the triad or different from any of the triad letters. On other trials, no letter was presented at the point of fixation. Analysis indicated a word superiority effect when a foveal letter was presented that was the same as the letter in the triad. Performance between words and nonwords did not differ significantly when the foveal letter was different or absent. It was concluded that the mere presence of foveal load alone is not disruptive to performance. Depending on the visual context of the target to be reported, the presence of a foveal stimulus may improve performance.
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17

Prinzmetal, William. "The word-superiority effect does not require a T-scope." Perception & Psychophysics 51, no. 5 (September 1992): 473–84. http://dx.doi.org/10.3758/bf03211643.

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18

Fort, Mathilde, Elsa Spinelli, Christophe Savariaux, and Sonia Kandel. "Audiovisual vowel monitoring and the word superiority effect in children." International Journal of Behavioral Development 36, no. 6 (July 11, 2012): 457–67. http://dx.doi.org/10.1177/0165025412447752.

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The goal of this study was to explore whether viewing the speaker’s articulatory gestures contributes to lexical access in children (ages 5–10) and in adults. We conducted a vowel monitoring task with words and pseudo-words in audio-only (AO) and audiovisual (AV) contexts with white noise masking the acoustic signal. The results indicated that children clearly benefited from visual speech from age 6–7 onwards. However, unlike adults, the word superiority effect was not greater in the AV than the AO condition in children, suggesting that visual speech mostly contributes to phonemic—rather than lexical—processing during childhood, at least until the age of 10.
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19

Solman, Robert T. "Influence of Competing Part-Letters on the Word Superiority Effect." Irish Journal of Psychology 8, no. 1 (June 1987): 31–45. http://dx.doi.org/10.1080/03033910.1987.10557690.

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20

Chase, Christopher H., and Paula Tallal. "A developmental, interactive activation model of the word superiority effect." Journal of Experimental Child Psychology 49, no. 3 (June 1990): 448–87. http://dx.doi.org/10.1016/0022-0965(90)90069-k.

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21

Curran, Tim, and Jeanne Doyle. "Picture Superiority Doubly Dissociates the ERP Correlates of Recollection and Familiarity." Journal of Cognitive Neuroscience 23, no. 5 (May 2011): 1247–62. http://dx.doi.org/10.1162/jocn.2010.21464.

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Two experiments investigated the processes underlying the picture superiority effect on recognition memory. Studied pictures were associated with higher accuracy than studied words, regardless of whether test stimuli were words (Experiment 1) or pictures (Experiment 2). Event-related brain potentials (ERPs) recorded during test suggested that the 300–500 msec FN400 old/new effect, hypothesized to be related to familiarity-based recognition, benefited from study/test congruity, such that it was larger when study and test format remained constant than when they differed. The 500–800 msec parietal old/new effect, hypothesized to be related to recollection, benefited from studying pictures, regardless of test format. The parallel between the accuracy and parietal ERP results suggests that picture superiority may arise from encoding the distinctive attributes of pictures in a manner that enhances their later recollection. Furthermore, when words were tested, opposite effects of studying words versus studying pictures were observed on the FN400 (word > picture) versus parietal (picture > word) old/new effects—providing strong evidence for a crossover interaction between these components that is consistent with a dual-process perspective.
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22

Mok, Leh Woon. "Word-superiority effect as a function of semantic transparency of Chinese bimorphemic compound words." Language and Cognitive Processes 24, no. 7-8 (September 2009): 1039–81. http://dx.doi.org/10.1080/01690960902831195.

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23

Noice, Helga, and Howard S. Hock. "A word superiority effect with nonorthographic acronyms: Testing for unitized visual codes." Perception & Psychophysics 42, no. 5 (September 1987): 485–90. http://dx.doi.org/10.3758/bf03209756.

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24

Grainger, Jonathan, and Arthur M. Jacobs. "A dual read-out model of word context effects in letter perception: Further investigations of the word superiority effect." Journal of Experimental Psychology: Human Perception and Performance 20, no. 6 (1994): 1158–76. http://dx.doi.org/10.1037/0096-1523.20.6.1158.

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25

Ripamonti, Enrico, Claudio Luzzatti, Pierluigi Zoccolotti, and Daniela Traficante. "Word and pseudoword superiority effects: Evidence from a shallow orthography language." Quarterly Journal of Experimental Psychology 71, no. 9 (January 1, 2018): 1911–20. http://dx.doi.org/10.1080/17470218.2017.1363791.

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The word superiority effect (WSE) denotes better recognition of a letter embedded in a word rather than in a pseudoword. Along with WSE, also a pseudoword superiority effect (PSE) has been described: It is easier to recognise a letter in a legal pseudoword than in an unpronounceable nonword. At the current state of the art, both WSE and PSE have been mainly tested with English speakers. This study uses the Reicher–Wheeler paradigm with native speakers of Italian (a shallow orthography language). Different from English and French, we found WSE for reaction times (RTs) only, whereas PSE was significant for both accuracy and RTs. This finding indicates that in the Reicher–Wheeler task, readers of a shallow orthography language can effectively rely on both the lexical and the sublexical routes. As to the effect of letter position, a clear advantage for the first-letter position emerged, a finding suggesting a fine-grained processing of the letter strings with coding of letter position and indicating the role of visual acuity and crowding factors.
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26

Peterzell, David H., Grant P. Sinclair, Alice F. Healy, and Lyle E. Bourne. "Identification of Letters in the Predesignated Target Paradigm: A Word Superiority Effect for the Common Word the." American Journal of Psychology 103, no. 3 (1990): 299. http://dx.doi.org/10.2307/1423211.

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27

Toglia, Michael P., Philip J. Hinman, Bradley S. Dayton, and John F. Catalano. "The Blocked-Random Effect in Pictures and Words." Perceptual and Motor Skills 84, no. 3 (June 1997): 976–78. http://dx.doi.org/10.2466/pms.1997.84.3.976.

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Picture and word recall was examined in conjunction with list organization. 60 subjects studied a list of 30 items, either words or their pictorial equivalents. The 30 words/pictures, members of five conceptual categories, each represented by six exemplars, were presented either blocked by category or in a random order. While pictures were recalled better than words and a standard blocked-random effect was observed, the interaction indicated that the recall advantage of a blocked presentation was restricted to the word lists. A similar pattern emerged for clustering. These findings are discussed in terms of limitations upon the pictorial superiority effect.
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28

Chen, Run. "The superiority effect in Albanian multiple wh-movement structures." Proceedings of the Linguistic Society of America 5, no. 1 (March 23, 2020): 623. http://dx.doi.org/10.3765/plsa.v5i1.4735.

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This study examines the order of wh-phrases in Albanian multiple wh-questions. Despite SVO and OVS orders, I argue that Albanian wh-movement displays the superiority effect, through a mechanism generating a rightmost highest specifier. OVS order constructions are subject to the haplology effect and word order freezing, showing the presence of a multiple wh-fronting step in the derivation. The study highlights a general observation concerning opacity and the cross-linguistic wh-question environment. Linear order does not reveal hierarchical structure, as a typically leftmost wh-phrase is pronounced rightmost. This rightward wh-movement analysis may explain future findings of languages claimed to not display the superiority effect.
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29

Eichstaedt, Jan. "Measuring Differences in Preactivation on the Internet: The Content Category Superiority Effect." Experimental Psychology 49, no. 4 (October 2002): 283–91. http://dx.doi.org/10.1026//1618-3169.49.4.283.

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Preactivation of particular content categories in memory yields latency differences in a visual recognition task. Two Internet studies demonstrate this content category superiority effect (CCSE). Target words are repeatedly flashed for 400 ms and then masked for 200 ms. Experiment 1 shows that differences in pre-activated memory content, related to participants’ use of computer operating systems, influence z-scored visual word recognition latencies. Experiment 2 shows that this influence is susceptible to instruction. Participants expecting to find positive words recognized those words faster, whereas participants expecting to find negative words were faster on negative words. The CCSE provides a basis on which new measures of implicit memory content can be founded. Two such applications are discussed - the Motive Superiority Measure of implicit motives, and a latency-based measure of self-focused attention.
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30

KONOSU, Tsutomu, Makoto IKEDA, Yusuke EMORI, and Kitsana PRACHARASNIYOM. "Reading Process of Thai Characters Based on Eye Tracking and Word Superiority Effect." Japanese journal of ergonomics 50, no. 5 (2014): 271–79. http://dx.doi.org/10.5100/jje.50.271.

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31

Fine, E. M. "The word-superiority effect does not depend on one's ability to identify the letter string as a word." Journal of Vision 1, no. 3 (March 14, 2010): 410. http://dx.doi.org/10.1167/1.3.410.

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32

Solman, Robert T. "Temporal Separation of Two Part-Letter Arrays and Size Changes in a Nonmasking Word-Superiority Effect." Perception 16, no. 5 (October 1987): 655–69. http://dx.doi.org/10.1068/p160655.

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In two experiments subjects were asked to report the identity of a position-cued critical letter in an array of four letters. Four types of arrays were used: (i) unpronounceable nonwords; (ii) pronounceable nonwords (‘pseudowords’); (iii) words in which the critical letter was minimally constrained by the context letters; and (iv) words in which the critical letter was maximally constrained by the context letters. All four-letter stimuli were presented in two parts. A leading array in which the information from two quadrants of a vertical by horizontal division of each letter was presented, and, after intervals of 0, 20, 40, 80, 100, 120, 160, 320, and 480 ms and infinity (ie, no trailing array), a trailing array of the complementary letter parts. In experiment 1 a single group of eight subjects responded to the one hundred and sixty combinations of the four types of letter strings, the four serial positions, and the ten stimulus onset asynchrony values. In experiment 2 the stimulus onset asynchrony values were varied among subjects, with twelve subjects responding at each value. The results from these two studies were generally similar. Performance in the word conditions was consistently superior to performance in the nonword conditions, and the magnitude of this difference (ie, the word-superiority effect) increased with increasing stimulus onset asynchrony up to 120 ms, and then gradually declined. The fact that the magnitude of the word-superiority effect initially increased with the separation of leading and trailing arrays was interpreted as support for Johnston's suggestion that letters in words are represented during visual encoding both in the form of individual letter percepts and in a decay-resistant word percept, as opposed to letters in nonwords, which are represented only as decay-susceptible letter percepts. The experimental findings are discussed in relation to the ‘interactive activation’ model of word perception.
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33

Roverud, Elin, Ann R. Bradlow, and Gerald Kidd. "Examining the sentence superiority effect for sentences presented and reported in forwards or backwards order." Applied Psycholinguistics 41, no. 2 (March 2020): 381–400. http://dx.doi.org/10.1017/s014271642000003x.

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AbstractMemory for speech benefits from linguistic structure. Recall is better for sentences than for random strings of words (the “sentence superiority effect”; SSE), and evidence suggests that ongoing speech may be organized advantageously as clauses in memory (recall by word position shows within-clause U shape). In this study, we examined the SSE and clause-based organization for closed-set speech materials with low semantic predictability and without typical prosody. An overall SSE was observed and accuracy by word position was enhanced at the clause boundaries for these materials. Next, we tested the effects of mental manipulation on the SSE and clause-based organization. Listeners heard word strings that were syntactic, were arranged syntactically then presented backwards, or were random draws. Participants responded to materials as presented or in reversed order, requiring mental manipulation. Clause-level organization was apparent only for materials presented in syntactic order regardless of response order. After accounting for benefits due to reductions in uncertainty for these close-set materials, an SSE was present for syntactic materials regardless of response order, and for the syntactic backwards condition with reverse-order response (yielding a syntactically correct sentence in the response). Thus, the SSE was both resistant to and could be obtained following mental manipulation.
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34

Bonhage, Corinna E., Christian J. Fiebach, Jörg Bahlmann, and Jutta L. Mueller. "Brain Signature of Working Memory for Sentence Structure: Enriched Encoding and Facilitated Maintenance." Journal of Cognitive Neuroscience 26, no. 8 (August 2014): 1654–71. http://dx.doi.org/10.1162/jocn_a_00566.

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Sentences are easier to memorize than ungrammatical word strings, a phenomenon known as the sentence superiority effect. Yet, it is unclear how higher-order linguistic information facilitates verbal working memory and how this is implemented in the neural system. The goal of the current fMRI study was to specify the brain mechanisms underlying the sentence superiority effect during encoding and during maintenance in working memory by manipulating syntactic structure and working memory load. The encoding of sentence material, as compared with the encoding of ungrammatical word strings, recruited not only inferior frontal (BA 47) and anterior temporal language-related areas but also the medial-temporal lobe, which is not classically reported for language tasks. During maintenance, it was sentence structure as contrasted with ungrammatical word strings that led to activation decrease in Broca's area, SMA, and parietal regions. Furthermore, in Broca's area, an interaction effect revealed a load effect for ungrammatical word strings but not for sentences. The sentence superiority effect, thus, is neurally reflected in a twofold pattern, consisting of increased activation in classical language as well as memory areas during the encoding phase and decreased maintenance-related activation. This pattern reflects how chunking, based on sentential syntactic and semantic information, alleviates rehearsal demands and thus leads to improved working memory performance.
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35

Martin, Clara D., Tatjana Nazir, Guillaume Thierry, Yves Paulignan, and Jean-François Démonet. "Perceptual and lexical effects in letter identification: An event-related potential study of the word superiority effect." Brain Research 1098, no. 1 (July 2006): 153–60. http://dx.doi.org/10.1016/j.brainres.2006.04.097.

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36

Ilicic, Jasmina, Stacey Baxter, and Alicia Kulczynski. "Pseudohomophones as brand names." European Journal of Marketing 52, no. 9/10 (September 10, 2018): 1909–30. http://dx.doi.org/10.1108/ejm-07-2017-0485.

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Purpose The purpose of this study is to introduce the homophone emotional interest superiority effect in phonological, or sound-based, priming, whereby pseudohomophone brand names (i.e. non-words that are pronounced identically to English words, for example, Bie) prime brand meaning associated with the member of the homophone pair that is emotionally interesting (i.e. Bie will be prime brand avoidance (purchase) when consumers are emotionally interested in the homophone bye [buy]). Design/methodology/approach Studies 1 and 2 examine the effect of homophone emotional interest on brand judgements and behaviours. Study 3 investigates the role of boredom with the brand name in attenuating the homophone emotional interest superiority effect. Findings Findings indicate that pseudohomophone brand names prime brand judgements and behaviours associated with the word from the homophone pair that evokes emotional interest. Study 2 provides further evidence of homophone emotional interest as the process influencing brand judgements and behaviours. Study 3 establishes that the effect of pseudohomophone brand names on brand judgements weaken when boredom with the brand name is induced. Research limitations/implications This study is limited, as it focuses only on fictitious brands and methodologically creates boredom in a way in which may not be typical of what would be experienced in the real world. Practical implications This study has important implications for brand managers in the development of new brand names and in prioritising the intended homophone pair from a pseudohomophone brand name to influence consumer judgements and behaviours. Originality/value This study introduces and provides evidence of a homophone emotional interest superiority effect. This study also identifies a condition under which the homophone emotional interest superiority effect is attenuated.
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37

Ensor, Tyler M., Aimée M. Surprenant, and Ian Neath. "Increasing word distinctiveness eliminates the picture superiority effect in recognition: Evidence for the physical-distinctiveness account." Memory & Cognition 47, no. 1 (September 4, 2018): 182–93. http://dx.doi.org/10.3758/s13421-018-0858-9.

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38

Bowers, Jeffrey S. "A Characterisation of the Word Superiority Effect in a Case of Letter-by-letter Surface Alexia." Cognitive Neuropsychology 13, no. 3 (April 1996): 415–42. http://dx.doi.org/10.1080/026432996381962.

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39

Houston, Michael J., Terry L. Childers, and Susan E. Heckler. "Picture-Word Consistency and the Elaborative Processing of Advertisements." Journal of Marketing Research 24, no. 4 (November 1987): 359–69. http://dx.doi.org/10.1177/002224378702400403.

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Many advertisers believe the pictorial and verbal components of an ad should convey the same meaning. Based on theoretical and empirical evidence from a variety of areas, three experiments were conducted that show superior recall for ads in which the picture and copy convey discrepant information about product attributes when the picture and brand name are linked interactively. An elaborative processing explanation for the effect is supported by the finding that this superiority diminishes if consumers have less opportunity to process the ad and form associative linkages in memory.
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40

Calvo, Manuel G., and Michael W. Eysenck. "Affective significance enhances covert attention: Roles of anxiety and word familiarity." Quarterly Journal of Experimental Psychology 61, no. 11 (November 2008): 1669–86. http://dx.doi.org/10.1080/17470210701743700.

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To investigate the processing of emotional words by covert attention, threat-related, positive, and neutral word primes were presented parafoveally (2.2° away from fixation) for 150 ms, under gaze-contingent foveal masking, to prevent eye fixations. The primes were followed by a probe word in a lexical-decision task. In Experiment 1, results showed a parafoveal threat–anxiety superiority: Parafoveal prime threat words facilitated responses to probe threat words for high-anxiety individuals, in comparison with neutral and positive words, and relative to low-anxiety individuals. This reveals an advantage in threat processing by covert attention, without differences in overt attention. However, anxiety was also associated with greater familiarity with threat words, and the parafoveal priming effects were significantly reduced when familiarity was covaried out. To further examine the role of word knowledge, in Experiment 2, vocabulary and word familiarity were equated for low- and high-anxiety groups. In these conditions, the parafoveal threat–anxiety advantage disappeared. This suggests that the enhanced covert-attention effect depends on familiarity with words.
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41

Liu, I.-Hsin. "Supporting Word Retrieval From Memory." ITL - International Journal of Applied Linguistics 163 (January 1, 2012): 1–20. http://dx.doi.org/10.1075/itl.163.01liu.

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Abstract This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the new text before taking an immediate and a delayed word retention test (control group); others read the text and afterwards completed comprehension questions (meaning-oriented receptive task). Still others, in addition, wrote a text similar in structure and contents to the input text while using the target words (meaning-oriented productive task). The fourth student group completed all three tasks consecutively. Our results show the superiority of the guided writing task over the ‘reading + comprehension questions’ and the ‘reading only’ conditions. On a theoretical level, content familiarity is shown to be an important mediator variable in early stages of vocabulary processing and consolidation.
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42

Declerck, Mathieu, Yun Wen, Joshua Snell, Gabriela Meade, and Jonathan Grainger. "Unified syntax in the bilingual mind." Psychonomic Bulletin & Review 27, no. 1 (December 10, 2019): 149–54. http://dx.doi.org/10.3758/s13423-019-01666-x.

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AbstractAre syntactic representations shared across languages, and how might that inform the nature of syntactic computations? To investigate these issues, we presented French-English bilinguals with mixed-language word sequences for 200 ms and asked them to report the identity of one word at a post-cued location. The words either formed an interpretable grammatical sequence via shared syntax (e.g., ses feet sont big – where the French words ses and sont translate into his and are, respectively) or an ungrammatical sequence with the same words (e.g., sont feet ses big). Word identification was significantly greater in the grammatical sequences – a bilingual sentence superiority effect. These results not only provide support for shared syntax, but also reveal a fascinating ability of bilinguals to simultaneously connect words from their two languages through these shared syntactic representations.
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43

Chen, Y. P., D. A. Allport, and J. C. Marshall. "What Are the Functional Orthographic Units in Chinese Word Recognition: The Stroke or the Stroke Pattern?" Quarterly Journal of Experimental Psychology Section A 49, no. 4 (November 1996): 1024–43. http://dx.doi.org/10.1080/713755668.

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We present evidence that the visual analysis of Chinese characters by skilled readers is based upon well-defined orthographic constituents. These functional units are the recurrent, integral stroke-patterns, not the individual strokes as previously thought. The speed of simultaneous “same-different” comparisons of Chinese characters is affected by the number of these orthographic units and, for “different” judgements, by the proportion of mismatching units, but not by the number of individual strokes. We further define a category of orthographic unit, referred to here as the “lexical radical”, which requires strict positional regularity within each composite character. Violation of positional regularity results in illegal non-characters. In contrast, recombination of orthographic units (stroke patterns) with the lexical radical in its regular position forms a regular pseudocharacter. We show that real characters are matched faster than pseudocharacters and non-characters—a word superiority effect in Chinese. Pseudocharacters are matched faster than non-characters, a pseudoword advantage in Chinese. We also present evidence suggesting that individual stroke patterns may be better recognized in real characters than in pseudocharacters and non-characters—a word superiority effect in terms of unit recognition. These results support the hypothesis that the functional orthographic unit in the recognition of Chinese characters, comparable to the letter in alphabetic word recognition, is the recurring integral stroke pattern.
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44

Ganayim, Deia. "OPTIMAL VIEWING POSITION OF PARTIALLY CONNECTED AND UNCONNECTED WORDS IN ARABIC." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 2 (December 20, 2015): 17–31. http://dx.doi.org/10.23947/2334-8496-2015-3-2-17-31.

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In order to assess the unique reading processes in Arabic, given its unique orthographic nature of natural inherent variations of inter-letter spacing, the current study examined the extent and influence of connectedness disparity during single word recognition using the optimal viewing position (OVP) paradigm. The initial word viewing position was systematically manipulated by shifting words horizontally relative to an imposed initial viewing position. However, unlike previous research, partially connected/unconnected three-, four- and five-letter Arabic words were displayed in the left and right visual hemifields at all possible locations of letter fixation. It was found that OVP effects occurred during the processing of isolated Arabic words. No OVP was found in three-letter words; for four- and five-letter words, the OVP effect appeared as a U-shaped curve with a minimum towards the second and third letters. Thus, the OVP effects generalize across structurally different alphabetic scripts. Furthermore, a perceptual superiority was found for words with right-positioned unconnected sub-units as compared to left positioned unconnected sub-units because of the differential sensitivity of the hemispheres to the gestalt form of letters. Such findings support the established view that the LH specializes in word recognition for alphabetic languages.
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45

Lindell, Annukka K., Michael E. R. Nicholls, and Anne E. Castles. "The Effect of Orthographic Uniqueness and Deviation Points on Lexical Decisions: Evidence from Unilateral and Bilateral-Redundant Presentations." Quarterly Journal of Experimental Psychology Section A 56, no. 2 (February 2003): 287–307. http://dx.doi.org/10.1080/02724980244000341.

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Words with an early or late orthographic uniqueness point and nonwords with an early or late orthographic deviation point were presented to the left, right, or both visual fields simultaneously. In Experiment 1, 20 participants made lexical decision judgements to horizontal stimulus presentations. In Experiment 2, a further 20 participants completed the task using vertical presentations to control for attentional biases. Consistent with previous research, words with earlier orthographic uniqueness points prompted faster responses across visual fields, regardless of stimulus orientation. Although research has suggested that the left hemisphere's superiority for language processing stems from a comparatively parallel processing strategy, with the right hemisphere reliant upon a serial mechanism, left and right visual field presentations were not differentially affected by orthographic uniqueness point. This suggests that differential sequential effects previously reported result during processes other than retrieval from the lexicon. The overall right visual field advantage observed using horizontal presentations disappeared when stimuli were presented vertically. Contrary to expectations, there was a facilitatory effect of late orthographic deviation point for horizontal nonword presentations. Overall, the results were interpreted as being consistent with predictions of a cohort model of word recognition, and they highlighted the effect of stimulus orientation on left and right hemisphere word recognition.
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46

di Pellegrino, Giuseppe, Elisabetta Làdavas, and Claudio Galletti. "Lexical Processes and Eye Movements in Neglect Dyslexia." Behavioural Neurology 13, no. 1-2 (2002): 61–74. http://dx.doi.org/10.1155/2002/789013.

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Neglect dyslexia is a disturbance in the allocation of spatial attention over a letter string following unilateral brain damage. Patients with this condition may fail to read letters on the contralesional side of an orthographic string. In some of these cases, reading is better with words than with non-words. This word superiority effect has received a variety of explanations that differ, among other things, with regard to the spatial distribution of attention across the letter string during reading. The primary goal of the present study was to explore the interaction between attention and lexical processes by recording eye movements in a patient (F.C.) with severe left neglect dyslexia who was required to read isolated word and non-word stimuli of various length.F.C.’s ocular exploration of orthographic stimuli was highly sensitive to the lexical status of the letter string. We found that: (1) the location to which F.C. directed his initial saccade (obtained approximately 230 ms post-stimulus onset) differed between word and non-word stimuli; (2) the patient spent a greater amount of time fixating the contralesional side of word than non-word strings. Moreover, we also found that F.C. failed to identify the left letters of a string despite having fixated them, thus showing a clear dissociation between eye movement responses and conscious access to orthographic stimuli.Our data suggest the existence of multiple interactions between lexical, attentional and eye movement systems that occur from very initial stages of visual word recognition.
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47

Jacobs, Arthur M., Hans-Christoph Nuerk, Ralf Graf, Mario Braun, and Tatjana A. Nazir. "The initial capitalization superiority effect in German: evidence for a perceptual frequency variant of the orthographic cue hypothesis of visual word recognition." Psychological Research 72, no. 6 (October 8, 2008): 657–65. http://dx.doi.org/10.1007/s00426-008-0168-0.

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48

Chen, Jenn-Yeu. "Mental Chronometry with Simple Linear Regression." Perceptual and Motor Skills 85, no. 2 (October 1997): 499–513. http://dx.doi.org/10.2466/pms.1997.85.2.499.

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Typically, mental chronometry is performed by means of introducing an independent variable postulated to affect selectively some stage of a presumed multistage process. However, the effect could be a global one that spreads proportionally over all stages of the process. Currently, there is no method to test this possibility although simple linear regression might serve the purpose. In the present study, the regression approach was tested with tasks (memory scanning and mental rotation) that involved a selective effect and with a task (word superiority effect) that involved a global effect, by the dominant theories. The results indicate (1) the manipulation of the size of a memory set or of angular disparity affects the intercept of the regression function that relates the times for memory scanning with different set sizes or for mental rotation with different angular disparities and (2) the manipulation of context affects the slope of the regression function that relates the times for detecting a target character under word and nonword conditions. These ratify the regression approach as a useful method for doing mental chronometry.
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49

Niwa, Makoto, Yasushi Hara, Yusuke Matsuo, Hodaka Narita, Yeongjoo Lim, Shintaro Sengoku, and Kota Kodama. "Superiority of Mild Interventions against COVID-19 on Public Health and Economic Measures." Journal of Personalized Medicine 11, no. 8 (July 26, 2021): 719. http://dx.doi.org/10.3390/jpm11080719.

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(1) Background: During the global spread of COVID-19, Japan has been among the top countries to maintain a relatively low number of infections, despite implementing limited institutional interventions and its high population density. This study investigated how limited intervention policies have affected public health and economic conditions in the COVID-19 context and aimed to gain insight into the effective and sustainable measures against new infectious diseases in densely inhabited areas. (2) Methods: A system dynamics approach was employed. Qualitative causal loop analysis and stock and quantitative flow model analysis were performed, using a Tokyo Metropolitan area dataset. (3) Results: A causal loop analysis suggested that there were risks in prematurely terminating such interventions. Based on this result and the subsequent quantitative modeling, we found that the short-term effectiveness of a short-term pre-emptive stay-at-home request caused a resurgence in the number of positive cases, whereas an additional request provided a limited negative add-on effect for economic measures (e.g., number of electronic word-of-mouth communications and restaurant visits). (4) Conclusions: These findings suggest the superiority of a mild and continuous intervention as a long-term countermeasure under epidemic pressures when compared with strong intermittent interventions.
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50

Nakata, Tatsuya. "EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING." Studies in Second Language Acquisition 37, no. 4 (April 16, 2015): 677–711. http://dx.doi.org/10.1017/s0272263114000825.

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Although expanding spacing is often regarded as the most effective practice schedule, studies comparing equal and expanding spacing have yielded mixed results. The present study set out to examine whether the amount of spacing and the retention interval may influence the effects of expanding and equal spacing on second language (L2) vocabulary learning. One hundred and twenty-eight Japanese college students studied 20 English-Japanese word pairs. The type of spacing (expanding and equal) and the amount of spacing (massed, short, medium, and long) were manipulated. Results demonstrated a limited, yet statistically significant, advantage of expanding spacing. The finding is significant because this is the first L2 study to find the superiority of expanding over equal spacing. The main effect of the amount of spacing was also significant, producing large effect sizes. Taken together, the results suggest that expanding spacing may facilitate vocabulary learning, although introducing spacing may have a larger effect.
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