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Olkkonen S, Snellings P, Veivo O, Lintunen P. Cognitive Fluency in L2: The Effect of Automatic and Controlled Lexical Processing on Speech Rate. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:66. [PMID: 39160280 PMCID: PMC11333505 DOI: 10.1007/s10936-024-10099-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Subscribe] [Scholar Register] [Accepted: 08/07/2024] [Indexed: 08/21/2024]
Abstract
The fluency of second language (L2) speech can be influenced by L2 proficiency, but also by differences in the efficiency of cognitive operations and personal speaking styles. The nature of cognitive fluency is still, however, little understood. Therefore, we studied the cognitive fluency of Finnish advanced students of English (N = 64) to understand how the efficiency of cognitive processing influences speech rate. Cognitive fluency was operationalised as automaticity of lexical access (measured by rapid word recognition) and attention control (measured by the Stroop task). The tasks were conducted in both L1 (Finnish) and L2 (English) to examine the (dis)similarity of processing in the two languages. Speech rate in a monologue task was used as the dependent measure of speaking performance. The results showed that after controlling for the L1 speech rate and L1 cognitive fluency, the L2 attention control measures explained a small amount of additional variance in L2 speech rate. These results are discussed in relation to the cognitive fluency framework and general speaking proficiency research.
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Affiliation(s)
- Sanna Olkkonen
- Department of English, University of Turku, Turku, Finland.
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands.
| | - Patrick Snellings
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
| | - Outi Veivo
- Department of French, University of Turku, Turku, Finland
| | - Pekka Lintunen
- Department of English, University of Turku, Turku, Finland
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Sun M, Xing W, Yu W, Slevc LR, Li W. ERP evidence for cross-domain prosodic priming from music to speech. BRAIN AND LANGUAGE 2024; 254:105439. [PMID: 38945108 DOI: 10.1016/j.bandl.2024.105439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 06/19/2024] [Accepted: 06/25/2024] [Indexed: 07/02/2024]
Abstract
Considerable work has investigated similarities between the processing of music and language, but it remains unclear whether typical, genuine music can influence speech processing via cross-domain priming. To investigate this, we measured ERPs to musical phrases and to syntactically ambiguous Chinese phrases that could be disambiguated by early or late prosodic boundaries. Musical primes also had either early or late prosodic boundaries and we asked participants to judge whether the prime and target have the same structure. Within musical phrases, prosodic boundaries elicited reduced N1 and enhanced P2 components (relative to the no-boundary condition) and musical phrases with late boundaries exhibited a closure positive shift (CPS) component. More importantly, primed target phrases elicited a smaller CPS compared to non-primed phrases, regardless of the type of ambiguous phrase. These results suggest that prosodic priming can occur across domains, supporting the existence of common neural processes in music and language processing.
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Affiliation(s)
- Mingjiang Sun
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Huanghe Road 850, Dalian 116029, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, Dalian 116029, China
| | - Weijing Xing
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Huanghe Road 850, Dalian 116029, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, Dalian 116029, China
| | - Wenjing Yu
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Huanghe Road 850, Dalian 116029, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, Dalian 116029, China
| | - L Robert Slevc
- Department of Psychology, University of Maryland, College Park, MD, USA.
| | - Weijun Li
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Huanghe Road 850, Dalian 116029, China; Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, Dalian 116029, China.
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Li L, Yang H, Jia G, Spinelli G, Lupker SJ. Masked Translation Priming Effects for Chinese-English-Japanese Triple Cognates in Lexical Decision Tasks. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:51. [PMID: 38913110 DOI: 10.1007/s10936-024-10085-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/25/2024] [Indexed: 06/25/2024]
Abstract
Previous research has demonstrated cognate translation priming effects in masked priming lexical decision tasks (LDTs) even when a bilingual's two languages have different scripts. Because those effect sizes are normally larger than with noncognates, the effects have been partially attributed to the impact of prime-target phonological similarity. The present research extended that work by examining priming effects when using triple different-script cognates, i.e., /ka1 feɪ1/-coffee-コーヒー/KoRhiR/. Specifically, masked cognate priming effects were examined in six different priming directions (i.e., L1↔L2, L1↔L3, and L2↔L3) for Chinese-English-Japanese trilinguals using LDTs. Significant priming effects were observed only when the primes were from the stronger language. This asymmetric pattern suggests that the phonological similarity of cognate primes only facilitates the processing of different-script triple cognates to the extent that the processing of the prime is robust enough to make phonology available before target processing is finished.
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Affiliation(s)
- Lingling Li
- School of Applied Foreign Languages, Zhejiang International Studies University, Hangzhou, China.
| | - Huilan Yang
- School of Foreign Languages, Zhejiang Gongshang University, Hangzhou, China
| | - Guanjie Jia
- School of Foreign Languages, Soochow University, Suzhou, China
| | - Giacomo Spinelli
- Dipartimento di Psicologia, Università degli Studi Milano-Bicocca, Milan, Italy
| | - Stephen J Lupker
- Department of Psychology, University of Western Ontario, London, Ontario, Canada.
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Denis-Noël A, Pattamadilok C, Castet É, Colé P. Activation time-course of phonological code in silent word recognition in adult readers with and without dyslexia. ANNALS OF DYSLEXIA 2020; 70:313-338. [PMID: 32712818 DOI: 10.1007/s11881-020-00201-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2019] [Accepted: 05/19/2020] [Indexed: 06/11/2023]
Abstract
In skilled adult readers, reading words is generally assumed to rapidly and automatically activate the phonological code. In adults with dyslexia, despite the main consensus on their phonological processing deficits, little is known about the activation time course of this code. The present study investigated this issue in both populations. Participants' accuracy and eye movements were recorded while they performed a visual lexical decision task in which phonological consistency of written words was manipulated. Readers with dyslexia were affected by phonological consistency during second fixation duration of visual word recognition suggesting a late activation of the phonological code. Regarding skilled readers, no influence of phonological consistency was found when the participants were considered a homogeneous population. However, a different pattern emerged when they were divided into two subgroups according to their phonological and semantic abilities: Those who showed better decoding than semantic skills were affected by phonological consistency at the earliest stage of visual word recognition while those who showed better semantic than decoding skills were not affected by this factor at any processing stage. Overall, the findings suggest that the presence of phonological deficits in readers with dyslexia is associated with a delayed activation of phonological representations during reading. In skilled readers, the contribution of phonology varies with their reading profile, i.e., being phonologically or semantically oriented.
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Affiliation(s)
- Ambre Denis-Noël
- Laboratoire Parole et Langage (UMR 7309 C.N.R.S.), Aix-Marseille Université, CNRS, LPL, 5 Avenue Pasteur, 13100, Aix-en-Provence, France.
- Aix-Marseille Univ, ILCB, Aix-en-Provence, France.
| | - Chotiga Pattamadilok
- Laboratoire Parole et Langage (UMR 7309 C.N.R.S.), Aix-Marseille Université, CNRS, LPL, 5 Avenue Pasteur, 13100, Aix-en-Provence, France
- Aix-Marseille Univ, ILCB, Aix-en-Provence, France
| | - Éric Castet
- Aix-Marseille Univ, ILCB, Aix-en-Provence, France
- Laboratoire de Psychologie Cognitive (UMR 7290 C.N.R.S), Aix-Marseille Univ, CNRS, LPC, 3 Place Victor Hugo, 13003, Marseille, France
- Aix-Marseille Univ, Fédération 3C, Marseille, France
| | - Pascale Colé
- Aix-Marseille Univ, ILCB, Aix-en-Provence, France.
- Laboratoire de Psychologie Cognitive (UMR 7290 C.N.R.S), Aix-Marseille Univ, CNRS, LPC, 3 Place Victor Hugo, 13003, Marseille, France.
- Aix-Marseille Univ, Fédération 3C, Marseille, France.
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Zeguers MHT, Huizenga HM, van der Molen MW, Snellings P. Time course analyses of orthographic and phonological priming effects in developing readers. Q J Exp Psychol (Hove) 2018. [DOI: 10.1080/17470218.2017.1345958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
It has been assumed that fluent reading requires efficient integration of orthographic and phonological codes. However, it is thus far unclear how this integration process develops when children learn to become fluent readers. Therefore, we used masked priming to investigate time courses of orthographic and phonological code activation in children at incremental levels of reading development (second, fourth and sixth grade). The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. The second study manipulated the strength of the phonological difference between prime and target to clarify whether phonological difference influences phonological priming effects. Results in both studies showed that orthographic priming effects became facilitative at increasingly short durations during reading development, but phonological priming was absent. These results are taken to suggest that development of reading fluency is accompanied by increased automatization of orthographic representations. The absence of phonological priming suggests that developing readers cannot yet activate phonological codes automatically.
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Affiliation(s)
- Maaike HT Zeguers
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
| | - HM Huizenga
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
- Cognitive Science Center Amsterdam, University of Amsterdam, Amsterdam, The Netherlands
| | - MW van der Molen
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
- Cognitive Science Center Amsterdam, University of Amsterdam, Amsterdam, The Netherlands
| | - P Snellings
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
- Cognitive Science Center Amsterdam, University of Amsterdam, Amsterdam, The Netherlands
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Sauval K, Perre L, Duncan LG, Marinus E, Casalis S. Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5. J Exp Child Psychol 2016; 154:64-77. [PMID: 27835754 DOI: 10.1016/j.jecp.2016.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2015] [Revised: 10/05/2016] [Accepted: 10/12/2016] [Indexed: 10/20/2022]
Abstract
Previous masked priming research has shown automatic phonological activation during visual word recognition in monolingual skilled adult readers. Activation also occurs across languages in bilingual adult readers, suggesting that the activation of phonological representations is not language specific. Less is known about developing readers. First, it is unclear whether there is automatic phonological activation during visual word recognition among children in general. Second, no empirical data exist on whether the activation of phonological representations is language specific or not in bilingual children. The current study investigated these issues in bilingual third and fifth graders using cross-language phonological masked priming in a lexical decision task. Targets were French words, and primes were English pseudowords of three types: (a) phonological primes, which share phonological information with the target beginning (e.g., dee-DIMANCHE [Sunday], pronounced /di:/-/dimãʃ/); (b) orthographic control primes, which control for letters shared by the phonological prime and target (e.g., d) and their position (e.g., doo-DIMANCHE, pronounced /du:/-/dimãʃ/); and (c) unrelated primes, which share no phonological or orthographic information with the target beginning (e.g., pow-DIMANCHE, pronounced /paʊ/-/dimãʃ/). Significant phonological priming was observed, suggesting that (a) phonological representations are rapidly and automatically activated by print during visual word recognition from Grade 3 onward and that (b) the activation of phonological representations is not language specific in bilingual children.
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Affiliation(s)
- Karinne Sauval
- SCALab UMR CNRS 9193, Université de Lille, 59653 Villeneuve d'Ascq, France
| | - Laetitia Perre
- SCALab UMR CNRS 9193, Université de Lille, 59653 Villeneuve d'Ascq, France
| | - Lynne G Duncan
- School of Psychology, University of Dundee, Nethergate, Dundee DD1 4HN, Scotland, UK
| | - Eva Marinus
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, New South Wales 2109, Australia
| | - Séverine Casalis
- SCALab UMR CNRS 9193, Université de Lille, 59653 Villeneuve d'Ascq, France.
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Masked priming by misspellings: Word frequency moderates the effects of SOA and prime-target similarity. Mem Cognit 2015; 44:262-77. [PMID: 26530310 DOI: 10.3758/s13421-015-0551-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
University students made lexical decisions to eight- or nine-letter words preceded by masked primes that were the target, an unrelated word, or a typical misspelling of the target. At a stimulus onset asynchrony (SOA) of 47 ms, primes that were misspellings of the target produced a priming benefit for low-, medium-, and high-frequency words, even when the misspelled primes were changed to differ phonologically from their targets. At a longer SOA of 80 ms, misspelled primes facilitated lexical decisions only to medium- and low-frequency targets, and a phonological change attenuated the benefit for medium-frequency targets. The results indicate that orthographic similarity can be preserved over changes in letter position and word length, and that the priming effect of misspelled words at the shorter SOA is orthographically based. Orthographic-priming effects depend on the quality of the orthographic learning of the target word.
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