Is logographic processing holistic or analytic (original) (raw)
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Cette étude, qui s'insère dans une recherche longitudinale en cours, a pour objectif de préciser la nature des indices prélevés par l'enfant lorsqu'il identifie les mots de manière logographique. Deux tâches de reconnaissance de mots écrits, pilotées par ordinateur, ont été proposées à des enfants de Grande Section de maternelle. Les résultats montrent que l'identification des mots repose sur un traitement analytique et non sur un traitement global.
El Papel de la Consciencia Morfosintactica en la Segmentacion Lexical Convencional
2013
involve the analysis of the words in minimum phonological units, the phonemes, which are represented by the letters. This, however, does not mean that writing is limited to a phonemic (or phonetic) transcription, as a biunivocal and reciprocal correspondence between letter and sound is not verifi ed in the writing systems. Therefore, when discovering the alphabetic nature of the writing system, the child does not immediately start to write according to the orthographic conventions (Ferreiro & Teberosky, 1984, 1985). From this point, the child needs to develop a "orthographic hypothesis" that, as explained by Zorzi (1998), implies the ability to "think of the words, not only in terms of their acoustic structure, but also from a visual reference, considering the graphical form that words have i.e., the convention" (p. 87). From the end of the 1970's, studies have evidenced a close relationship between the acquisition of the writing system and the metalinguistic awareness of the phonological constituent of the words, called "phonological awareness" (Capovilla & Capovilla, 2009). In accordance with these studies, in the alphabetical languages such as French, English and Portuguese, phonological awareness is necessary for learning the written language, therefore, its writing systems
O Papel da Consciencia Morfossintatica na Segmentacao Lexical Convencional
2013
involve the analysis of the words in minimum phonological units, the phonemes, which are represented by the letters. This, however, does not mean that writing is limited to a phonemic (or phonetic) transcription, as a biunivocal and reciprocal correspondence between letter and sound is not verifi ed in the writing systems. Therefore, when discovering the alphabetic nature of the writing system, the child does not immediately start to write according to the orthographic conventions (Ferreiro & Teberosky, 1984, 1985). From this point, the child needs to develop a "orthographic hypothesis" that, as explained by Zorzi (1998), implies the ability to "think of the words, not only in terms of their acoustic structure, but also from a visual reference, considering the graphical form that words have i.e., the convention" (p. 87). From the end of the 1970's, studies have evidenced a close relationship between the acquisition of the writing system and the metalinguistic awareness of the phonological constituent of the words, called "phonological awareness" (Capovilla & Capovilla, 2009). In accordance with these studies, in the alphabetical languages such as French, English and Portuguese, phonological awareness is necessary for learning the written language, therefore, its writing systems
Learnability of graphotactic rules in visual word identification
Learning and Instruction, 2006
Verhoeven, L., R. Schreuder, and R. H. Baayen Besides phonotactic principles, orthographies entail graphotactic rules for which the reader must convert a phonological representation on the basis of spelling adaptation rules. In the present study, the learnability of such rules will be investigated with reference to Dutch. Although Dutch orthography can be considered highly regular, there are graphotactic rules that change letter sequences in plural noun formation. In a lexical decision experiment, the acquisition and use of such rules were examined. Participants were groups of 31 children from Grade 3 and 34 children from Grade 6, and 25 adults. The results showed that both children and adults are significantly less accurate and slower in recognizing plural word forms which undergo vowel change as a consequence of pluralization. It is concluded that graphotactic rules in Dutch orthography complicate Dutch word identification from an early stage of development and continue to play a complicating role in the word identification process of adult readers. In the discussion it is shown that current models fail to fully explain the processing of graphotactic rules in visual word identification.
Children's Implicit Learning of Graphotactic and Morphological Regularities
Child Development, 2005
the transcription of the same sound can be guided by both probabilistic graphotactic constraints (e.g., /et/ is more often transcribed ette after-v than after-f) and morphological constraints (e.g., /et/ is always transcribed ette when used as a diminutive suffix). Three experiments showed that pseudo-word spellings of 8-to 11-year-old children and adults were influenced by both types of constraints. The influence of graphotactic regularities persisted when reliance on morphological rules was possible, without any falling off as a function of age. This suggests that rules are not abstracted, even after massive amounts of exposure to a rule-based material. These results can be accounted for by a statistical model of implicit learning.
How does graphotactic knowledge influence children's learning of new spellings?
Frontiers in Psychology, 2013
Two experiments investigated whether and how the learning of spellings by French third graders is influenced by two graphotactic patterns: consonants cannot double in word-initial position (Experiment 1) and consonants cannot double after single consonants (Experiment 2). Children silently read meaningful texts that contained three types of novel spellings: no doublet (e.g., mupile, guprane), doublet in a legal position (e.g., muppile, gupprane), and doublet in an illegal position (e.g., mmupile, guprrane). Orthographic learning was assessed with a task of spelling to dictation. In both experiments, children recalled items without doublets better than items with doublets. In Experiment 1, children recalled spellings with a doublet in illegal word-initial position better than spellings with a doublet in legal word-medial position, and almost all misspellings involved the omission of the doublet. The fact that the graphotactic violation in an item like mmupile was in the salient initial position may explain why children often remembered both the presence and the position of the doublet. In Experiment 2, children recalled non-words with a doublet before a single consonant (legal, e.g., gupprane) better than those with a doublet after a single consonant (illegal, e.g., guprrane). Omission of the doublet was the most frequent error for both types of items. Children also made some transposition errors on items with a doublet after a single consonant, recalling for example gupprane instead of guprrane. These results suggest that, when a doublet is in the hard-to-remember medial position, children sometimes remember that an item contains a doublet but not which letter is doubled. Their knowledge that double consonants can occur before but not after single consonants leads to transposition errors on items like guprrane. These results shed new light on the conditions under which children use general knowledge about the graphotactic patterns of their writing system to reconstruct spellings.
Journal of Experimental Child Psychology, 2011
Three visual priming experiments using three different prime durations (60 ms in Experiment 1, 250 ms in Experiment 2 and 800 ms in Experiment 3) were conducted to examine which properties of morphemes (form/meaning) drive developing readers' processing of written morphology. French third, fifth and seventh graders and adults (as a control group) performed lexical decision tasks in which targets were preceded by morphological (tablette ) pseudoderived (baguette -BAGUE, "little stick -ring") orthographic control (abricot -ABRI, "apricot -shelter") and semantic control (Tulipe -FLEUR, "tulip -flower") primes. Across all groups, different patterns of priming were observed in both morphological and orthographic/semantic control conditions, suggesting that they all process morphemes as units when reading. In developing readers, the processing of written morphology is triggered by the form properties of morphemes, and their semantic properties are activated later in the time course of word recognition. In adults, patterns of priming were similar except that the activation of the form properties of morphemes decreased earlier in the time course of word recognition. Taken together, these findings indicate that French developing readers process both the form and meaning properties of morphemes when reading, and support a progressive quantitative change in the development of morphological processing over the course of reading development.
Grapheme coding during sublexical processing in French third and fifth graders
Journal of experimental child psychology, 2018
This study aimed to investigate grapheme coding during silent word reading in French developing readers from Grades 3 and 5. Children performed a letter detection task in which three conditions were used; the letter to detect was (a) presented as a single-letter grapheme (simple condition; A in phare), (b) embedded within a multi-letter grapheme that is considered as a unit or not depending on context (weakly cohesive complex condition; A in chant where "an" is a unit but not in other words such as cane), or (c) embedded within a multi-letter grapheme that is systematically considered as a unit (highly cohesive complex condition; A in chaud). Results showed a grapheme condition effect in Grade 5 children only. In this group, both complex grapheme conditions were processed more slowly than the simple condition, but this complexity effect was much stronger for the highly cohesive condition. We suggest that graphemes can be coded as sublexical orthographic units from Grade 5 ...