Identical Words are Read Differently in Different Languages
Identifieur interne : 00BA16 ( Main/Exploration ); précédent : 00BA15; suivant : 00BA17Identical Words are Read Differently in Different Languages
Auteurs : Johannes C. Ziegler [France, Australie, Allemagne] ; Conrad Perry [France, Australie, Allemagne] ; Arthur M. Jacobs [France, Australie, Allemagne] ; Mario Braun [France, Australie, Allemagne]Source :
- Psychological science [ 0956-7976 ] ; 2001.
English descriptors
- KwdEn :
- Absolute differences, Besner smith, Body neighborhood, Celex database, Cognate, Cognition, Cognitive psychology, Decoding strategies, Deep orthographies, Different grain sizes, Different groups, Different languages, Different levels, Different orthographies, English orthography, English participants, English readers, European journal, Experimental psychology, Facilitatory effect, Factorial combination, Frith, German participants, German readers, Good index, Goswami, Grain size, Grapheme, Grapheme level, Human perception, Identical items, Identical words, Inconsistent orthography, Irregular words, Jacobs, Katz, Katz feldman, Katz frost, Landerl, Lank plock sprand, Large number, Larger units, Length effect, Length effects, Lexical representations, Lexicality, Lukatela turvey, Macquarie university, Main effects, Memory cognition, More processing, Nature neuroscience, Nonword, Nonword reading, Nonwords, Orthographic, Orthographic consistency, Orthographic depth, Orthographic depth hypothesis, Orthographic representations, Orthography, Partial regression analyses, Partialed, Pathway, Phoneme, Phonological, Phonological codes, Phonological pathway, Phonological processes, Phonological recoding, Preferred grain size, Present dissociations, Present results, Present study, Previous research, Psychological science reading, Psychological science ziegler, Reading accuracy, Reading acquisition, Reading development, Reading speed, Recoding, Relative contribution, Same number, Same time, Sixletter words, Smaller units, Stimulus length, Strong facilitatory effect, Subject analysis, Visual word recognition, Word frequency, Word length, Word pairs, Word recognition, Ziegler, Ziegler perry.
- Teeft :
- Absolute differences, Besner smith, Body neighborhood, Celex database, Cognate, Cognition, Cognitive psychology, Decoding strategies, Deep orthographies, Different grain sizes, Different groups, Different languages, Different levels, Different orthographies, English orthography, English participants, English readers, European journal, Experimental psychology, Facilitatory effect, Factorial combination, Frith, German participants, German readers, Good index, Goswami, Grain size, Grapheme, Grapheme level, Human perception, Identical items, Identical words, Inconsistent orthography, Irregular words, Jacobs, Katz, Katz feldman, Katz frost, Landerl, Lank plock sprand, Large number, Larger units, Length effect, Length effects, Lexical representations, Lexicality, Lukatela turvey, Macquarie university, Main effects, Memory cognition, More processing, Nature neuroscience, Nonword, Nonword reading, Nonwords, Orthographic, Orthographic consistency, Orthographic depth, Orthographic depth hypothesis, Orthographic representations, Orthography, Partial regression analyses, Partialed, Pathway, Phoneme, Phonological, Phonological codes, Phonological pathway, Phonological processes, Phonological recoding, Preferred grain size, Present dissociations, Present results, Present study, Previous research, Psychological science reading, Psychological science ziegler, Reading accuracy, Reading acquisition, Reading development, Reading speed, Recoding, Relative contribution, Same number, Same time, Sixletter words, Smaller units, Stimulus length, Strong facilitatory effect, Subject analysis, Visual word recognition, Word frequency, Word length, Word pairs, Word recognition, Ziegler, Ziegler perry.
Abstract
It is hypothesized that written languages differ in the preferred grain size of units that emerge during reading acquisition. Smaller units (graphemes, phonemes) are thought to play a dominant role in relatively consistent orthographies (e.g., German), whereas larger units (bodies, rhymes) are thought to be more important in relatively inconsistent orthographies (e.g., English). This hypothesis was tested by having native English and German speakers read identical words and nonwords in their respective languages (zoo-Zoo, sand-Sand, etc.). Although the English participants exhibited stronger body-rhyme effects, the German participants exhibited a stronger length effect for words and nonwords. Thus, identical items were processed differently in different orthographies. These results suggest that orthographic consistency determines not only the relative contribution of orthographic versus phonological codes within a given orthography, but also the preferred grain size of units that are likely to be functional during reading.
Url:
DOI: 10.1111/1467-9280.00370
Affiliations:
- Allemagne, Australie, France
- Nouvelle-Galles du Sud, Provence-Alpes-Côte d'Azur
- Marseille, Sydney
- Université de Provence
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<front><div type="abstract" xml:lang="en">It is hypothesized that written languages differ in the preferred grain size of units that emerge during reading acquisition. Smaller units (graphemes, phonemes) are thought to play a dominant role in relatively consistent orthographies (e.g., German), whereas larger units (bodies, rhymes) are thought to be more important in relatively inconsistent orthographies (e.g., English). This hypothesis was tested by having native English and German speakers read identical words and nonwords in their respective languages (zoo-Zoo, sand-Sand, etc.). Although the English participants exhibited stronger body-rhyme effects, the German participants exhibited a stronger length effect for words and nonwords. Thus, identical items were processed differently in different orthographies. These results suggest that orthographic consistency determines not only the relative contribution of orthographic versus phonological codes within a given orthography, but also the preferred grain size of units that are likely to be functional during reading.</div>
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