Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-25T20:16:25.141Z Has data issue: false hasContentIssue false
  • English
  • Français

Lexical Effects in Word Naming in Spanish Children

Published online by Cambridge University Press:  24 April 2014

Rrezarta Avdyli ,
Luis Castejón  and
Fernando Cuetos
Rrezarta Avdyli*
Affiliation:
Universidad de Oviedo (Spain)
Luis Castejón
Affiliation:
Universidad de Oviedo (Spain)
Fernando Cuetos
Affiliation:
Universidad de Oviedo (Spain)
*
*Correspondence concerning this article should be addressed to Rrezarta Avdyli. Facultad de Psicología. Universidad de Oviedo. Plaza Feijóo, s/n 33003. Oviedo (Spain). E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Reading strategies depend on the consistency of the orthographic system. Recently the use of lexical strategies at early stages of reading acquisition has been shown even in transparent orthographies. The aim of this study was to know how different lexical and sublexical variables affect the reaction times (RTs) and articulation times (ATs) in word reading in Spanish children. A group of 46 children of typical reading level in the second and fourth grades of primary school were asked to read aloud 100 words presented on a computer screen. The stimuli were morphologically simple nouns with different ranges of length, frequency, imageability, orthographic neighbors and age of acquisition (AoA). Reading and articulation time were measured. Differences between means of the second and the fourth grade were seen in RTs (p < .001; Cohens´ d = 1.41) and ATs (p < 001;Cohen´s d = 1.41) in a t-test. Analyses of mixed-effects revealed that word length, a sublexical variable, and frequency and AoA, lexical variables, affected both grades, mainly on the RTs. The presence of lexical variables reducing RTs and ATs in second grade suggests that lexical reading is present from very early stages in Spanish children.

Keywords

word namingSpanish childrentransparent orthographyreading strategies
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E23
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alija, M., & Cuetos, F. (2006). Efectos de las variables léxico-semánticas en el reconocimiento visual de palabras [Effects of lexical-semantic variables in word visual recognition]. Psicothema, 18, 485–491.Google Scholar
Avdyli, R., & Cuetos, F. (2012). Reading difficulties in Albanian. Annals of Dyslexia, 62, 137–152. http://dx.doi.org/10.1007/s11881-012-0069-1 CrossRefGoogle ScholarPubMed
Baayen, R. H. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of memory and language, 59, 390–412. http://dx.doi.org/10.1016/j.jml.2007.12.005 CrossRefGoogle Scholar
Balota, D. A., Boland, J. E., & Shields, L. W. (1989). Priming in pronunciation: Beyond pattern recognition and onset latency. Journal of Memory and Language, 28, 14–36. http://dx.doi.org/10.1016/0749-596X(89)90026-0 CrossRefGoogle Scholar
Balota, D. A., Cortese, M. J., Sergent-Marshall, S. D., Spieler, D. H., & Yap, M. J. (2004). Visual word recognition of single-syllable words. Journal of Experimental Psychology: General. 133, 283–316. http://dx.doi.org/10.1037/0096-3445.133.2.283 CrossRefGoogle ScholarPubMed
Barca, L., Burani, C., & Arduino, L. (2002). Word naming times and psycholinguistic norms for Italian nouns. Behavior research methods, instruments, & computers. 34, 424–434. http://dx.doi.org/10.3758/BF03195471 CrossRefGoogle ScholarPubMed
Barca, L., Burani, C., Di Filippo, G., & Zoccolotti, P. (2006). Italian developmental dyslexic and proficient readers: Where are the differences? Brain and Language, 98, 347–351. http://dx.doi.org/10.1016/j.bandl.2006.05.001 CrossRefGoogle ScholarPubMed
Bates, E., Burani, C., D’Amico, S., & Barca, L. (2001). Word reading and picture naming in Italian. Memory & Cognition, 29, 986–999. http://dx.doi.org/10.3758/BF03195761 CrossRefGoogle ScholarPubMed
Brysbaert, M. (1996). Word frequency affects naming latency in Dutch when age of acquisition is controlled. European Journal of Cognitive Psychology, 8, 185–194. http://dx.doi.org/10.1080/095414496383149 CrossRefGoogle Scholar
Brysbaert, M., & Ghyselinck, M. (2006). The effect of age of acquisition: Partly frequency related, partly frequency independent. Visual Cognition, 13, 992–1011. http://dx.doi.org/10.1080/13506280544000165 CrossRefGoogle Scholar
Brysbaert, M., Lange, M., & Van Wijnendaele, I. (2000). The effects of age-of-acquisition and frequency-of-occurrence in visual word recognition: Further evidence from the Dutch language. European Journal of Cognitive Psychology, 12, 65–85. http://dx.doi.org/10.1080/095414400382208 CrossRefGoogle Scholar
Burani, C., Arduino, L. S., & Barca, L. (2007). Frequency, not age of acquisition, affects Italian word naming. European Journal of Cognitive Psychology, 19, 828–866. http://dx.doi.org/10.1080/09541440600847946 CrossRefGoogle Scholar
Burani, C., Marcolini, S., & Stella, G. (2002). How early does morpholexical reading develop in readers of a shallow orthography? Brain and Language, 81, 568–586. http://dx.doi.org/10.1006/brln.2001.2548 CrossRefGoogle ScholarPubMed
Chall, J. S. (1996). Stages of reading development. Fort Worth, TX: Harcourt Brace.Google Scholar
Cuetos, F., & Barbón, A. (2006). Word naming in Spanish. The European Journal of Cognitive Psychology, 18, 415–436. http://dx.doi.org/10.1080/13594320500165896 CrossRefGoogle Scholar
Cuetos, F., & Suárez-Coalla, P. (2009). From grapheme to word in reading acquisition in Spanish. Applied Psycholinguistics, 30, 583–601. http://dx.doi.org/10.1017/S0142716409990038 CrossRefGoogle Scholar
D’Amico, S., Devescovi, A., & Bates, E. (2001). Picture naming and lexical access in Italian children and adults. Journal of Cognition and Development, 2, 71–105. http://dx.doi.org/10.1207/S15327647JCD0201_4 CrossRefGoogle Scholar
Davies, R., Cuetos, F., & González-Seijas, R. (2007). Reading development and dyslexia in a transparent orthography: A survey of Spanish children. Annals of Dyslexia, 57, 179–198. http://dx.doi.org/10.1007/s11881-007-0010-1 CrossRefGoogle Scholar
Davies, R., Rodríguez-Ferreiro, J., Suárez, P., & Cuetos, F. (2013). Lexical and sub-lexical effects on accuracy, reaction time and response duration: Impaired and typical word and pseudoword reading in a transparent orthography. Reading and Writing, 26, 721–738. http://dx.doi.org/10.1007/s11145-012-9388-1 CrossRefGoogle Scholar
Davis, C. J., & Perea, M. (2005). BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish. Behavior Research Methods, 37, 665–671. http://dx.doi.org/10.3758/BF03192738 CrossRefGoogle ScholarPubMed
Defior, S., Justicia, F., & Martos, F. (1996). The influence of lexical and sublexical variables in normal and poor Spanish readers. Reading and Writing, 8, 487–497. http://dx.doi.org/10.1007/BF00577024 CrossRefGoogle Scholar
De Luca, M., Barca, L., Burani, C., & Zoccolotti, P. (2008). The effect of word length and other sublexical, lexical, and semantic variables on developmental reading deficits. Cognitive and Behavioral Neurology, 21, 227–235. http://dx.doi.org/10.1097/WNN.0b013e318190d162 CrossRefGoogle ScholarPubMed
De Luca, M., Borrelli, M., Judica, A., Spinelli, D., & Zoccolotti, P. (2002). Reading words and pseudowords: An eye movement study of developmental dyslexia. Brain and language, 80, 617–626. http://dx.doi.org/10.1006/brln.2001.2637 CrossRefGoogle ScholarPubMed
Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In Gough, P., Ehri, L. C. & Treiman, R. (Eds.), Reading acquisition. Hillsdale, NJ: Erlbaum.Google Scholar
Ehri, L. (1997). Learning to read and learning to spell are one and the same, almost. In Prefetti, A., Rieben, L. & Fayol, M. (Eds.), Learning to spell. London, UK: Lawrence Earlbaum Associates.Google Scholar
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167–188. http://dx.doi.org/10.1207/s1532799xssr0902_4 CrossRefGoogle Scholar
Forster, K. I. (2000). The potential for experimenter bias effects in word recognition experiments. Memory & Cognition, 28, 1109–1115. http://dx.doi.org/10.3758/BF03211812 CrossRefGoogle ScholarPubMed
Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods, 35, 116–124. http://dx.doi.org/10.3758/BF03195503 Google ScholarPubMed
Garlock, V. M., Walley, A. C., & Metsala, J. L. (2001). Age-of-acquisition, word frequency, and neighborhood density effects on spoken word recognition by children and adults. Journal of Memory and language, 45, 468–492. http://dx.doi.org/10.1006/jmla.2000.2784 CrossRefGoogle Scholar
Gerhand, S., & Barry, C. (1998). Word frequency effects in oral reading are not merely age-of-acquisition effects in disguise. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 267–283. http://dx.doi.org/10.1037//0278-7393.24.2.267 Google Scholar
Goswami, U., Gombert, J., & De Barrera, L. (1998). Childrens orthographic representation and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 19–52. http://dx.doi.org/10.1017/S0142716400010560 CrossRefGoogle Scholar
Gough, P. B., & Cosky, M. (1977). One second of reading again. In Castellan, N., Pisoni, D., & Potts, G. (Eds.), Cognitive Theory (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Juhasz, B. J. (2005). Age-of-acquisition effects in word and picture identification. Psychological bulletin, 131, 684–712. http://dx.doi.org/10.1037/0033-2909.131.5.684 CrossRefGoogle ScholarPubMed
Mazzotta, S., Barca, L., Marcolini, S., Stella, G., & Burani, C. (2005). Frequenza, immaginabilità ed età di acquisizione delle parole: In che misura influenzano la lettura dei bambini italiani? [Frequency, imageability and age of acquisition of words: How do they affect Italian children’s reading aloud?] Psicologia clinica dello sviluppo, 9, 249–268. http://dx.doi.org/10.1449/20410 Google Scholar
Monaghan, J., & Ellis, A. W. (2002). What exactly interacts with spelling-sound consistency in word naming? Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 183–206. http://dx.doi.org/10.1037//0278-7393.28.1.183 Google ScholarPubMed
Morrison, C. M., & Ellis, A. W. (1995). Roles of word frequency and age of acquisition in word naming and lexical decision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 116–133. http://dx.doi.org/10.1037//0278-7393.21.1.116 Google Scholar
Morrison, C. M., & Ellis, A. W. (2000). Real age of acquisition effects in word naming and lexical decision. British Journal of Psychology, 91, 167–180. http://dx.doi.org/10.1348/000712600161763 CrossRefGoogle ScholarPubMed
Navarrete, E., Scaltritti, M., Mulatti, C., & Peressotti, F. (2013). Age-of-acquisition effects in delayed picture-naming tasks. Psychonomic Bulletin & Review, 20, 148–153. http://dx.doi.org/10.3758/s13423-012-0310-2 CrossRefGoogle ScholarPubMed
Öney, B., & Durgunoğlu, A. (1997). Begining to read in Turkish: A phonological transparent orthography. Applied Psycholinguistics, 18(1), 1–15. http://dx.doi.org/10.1017/S014271640000984X CrossRefGoogle Scholar
Öney, B., & Goldman, S. (1984). Decoding and comprehension skills in Turkish and English: Effects of the regularity of grapheme-phoneme correspondences. Journal of Educational Psychology, 76, 557–568. http://dx.doi.org/10.1037/0022-0663.76.4.557 CrossRefGoogle Scholar
Orsolini, M., Fanari, R., Tosi, V., De Nigris, B., & Carrieri, R. (2006). From phonological recoding to lexical reading: A longitudinal study on reading developement in Italian. Language and Cognitive Processes, 21, 567–607. http://dx.doi.org/10.1080/01690960500139355 CrossRefGoogle Scholar
Plaut, D., McClelland, J., Seidenberg, M., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review, 103, 56–115. http://dx.doi.org/10.1037/0033-295X.103.1.56 CrossRefGoogle ScholarPubMed
Protopapas, A. (2007). Check vocal: A program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39, 859–862. http://dx.doi.org/10.3758/BF03192979 CrossRefGoogle ScholarPubMed
R Development Core Team (2009). R: A language and environment for statistical computing. Vienna, Austria: The R Foundation for Statistical Computing. Retrieved from http://www.R-project.org Google Scholar
Raman, I. (2006). On the age-of-acquisition effects in word naming and orthographic transparency: Mapping specific or universal? Visual Cognition, 13, 1044–1053. http://dx.doi.org/10.1080/13506280500153200 CrossRefGoogle Scholar
Raman, I., Baluch, B., & Besner, D. (2004). On the control of visual word recognition: Changing routes versus changing deadlines. Memory & cognition, 32, 489–500. http://dx.doi.org/10.3758/BF03195841 CrossRefGoogle ScholarPubMed
Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of experimental child psychology, 41, 211–236. http://dx.doi.org/10.1016/0022-0965(86)90037-8 CrossRefGoogle ScholarPubMed
Sebastián, N., Martí, M. A., Carreiras, M. F., & Cuetos, F. (2000). LEXESP, Léxico informatizado del español [Computerized lexicon of Spanish] . Barcelona, Spain: Ediciones de la Universitat de Barcelona.Google Scholar
Sebastián-Gallés, N., & Parreño, A. (1995). The development of analogical reading in Spanish. Reading and Writing, 7, 23–38. http://dx.doi.org/10.1007/BF01026946 CrossRefGoogle Scholar
Seymour, P., Aro, M., & Erskine, J. (2003). Fundation literacy aquisition in European orthographies. British Journal of Psychology, 94, 143–174. http://dx.doi.org/10.1348/000712603321661859 CrossRefGoogle Scholar
Share, D. (1995). Phonological recoding and self teaching: Sine-qua-non of reading acquisitión. Cognition, 55, 151–218. http://dx.doi.org/10.1016/0010-0277(94)00645-2 CrossRefGoogle ScholarPubMed
Stanovich, K. E., & Bauer, D. W. (1978). Experiments on the spelling-to-sound regularity effect in word recognition. Memory and Cognition, 6, 410–415. http://dx.doi.org/10.3758/BF03197473 CrossRefGoogle Scholar
Suárez-Coalla, P., & Cuetos, F. (2012). Reading strategies in Spanish developmental dyslexics. Annals of Dyslexia, 62, 71–81. http://dx.doi.org/10.1007/s11881-011-0064-y CrossRefGoogle ScholarPubMed
Valle-Arroyo, F. (1998). Normas de imaginabilidad [Imageability norms] . Oviedo, Spain: Servicio de Publicaciones de la Universidad de Oviedo.Google Scholar
Ziegler, J., & Goswami, U. (2005). Reading acquisition, developemental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological bulletin, 131, 3–29. http://dx.doi.org/10.1037/0033-2909.131.1.3 CrossRefGoogle Scholar
Zoccolotti, P., De Luca, M., Di Filippo, G., Judica, A., & Martelli, M. (2009). Reading development in an orthographically regular language: Effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22, 1053–1079. http://dx.doi.org/10.1007/s11145-008-9144-8 CrossRefGoogle Scholar
Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A., & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language, 93, 369–373. http://dx.doi.org/10.1016/j.bandl.2004.10.010 CrossRefGoogle ScholarPubMed
Zoccolotti, P., De Luca, M., Judica, A., & Burani, C. (2006). Delayed naming cancels the word length effect in developmental dyslexia. Brain and Language, 99, 27–28. http://dx.doi.org/10.1016/j.bandl.2006.06.028 CrossRefGoogle Scholar