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Arunkumar M, Rothermund K, Giesen CG. One Link to Link Them All. Exp Psychol 2024; 70:259-270. [PMID: 38288913 PMCID: PMC10918695 DOI: 10.1027/1618-3169/a000597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 11/15/2023] [Accepted: 11/15/2023] [Indexed: 03/09/2024]
Abstract
A conditioned response to a stimulus can be transferred to an associated stimulus, as seen in sensory preconditioning. In this research paper, we aimed to explore this phenomenon using a stimulus-response contingency learning paradigm using voluntary actions as responses. We conducted two preregistered experiments that explored whether a learned response can be indirectly activated by a stimulus (S1) that was never directly paired with the response itself. Importantly, S1 was previously associated with another stimulus (S2) that was then directly and contingently paired with a response (S2-R contingency). In Experiment 1a, an indirect activation of acquired stimulus-response contingencies was present for audiovisual stimulus pairs wherein the stimulus association resembled a vocabulary learning setup. This result was replicated in Experiment 1b. Additionally, we found that the effect is moderated by having conscious awareness of the S1-S2 association and the S2-R contingency. By demonstrating indirect activation effects for voluntary actions, our findings show that principles of Pavlovian conditioning like sensory preconditioning also apply to contingency learning of stimulus-response relations for operant behavior.
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Affiliation(s)
- Mrudula Arunkumar
- Department of General Psychology II,
Friedrich Schiller University Jena, Germany
| | - Klaus Rothermund
- Department of General Psychology II,
Friedrich Schiller University Jena, Germany
| | - Carina G. Giesen
- Department of Psychology, Health and
Medical University Erfurt, Germany
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De Simone E, Moll K, Feldmann L, Schmalz X, Beyersmann E. The role of syllables and morphemes in silent reading: An eye-tracking study. Q J Exp Psychol (Hove) 2023; 76:2493-2513. [PMID: 36803303 PMCID: PMC10585950 DOI: 10.1177/17470218231160638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 11/08/2022] [Accepted: 12/07/2022] [Indexed: 02/23/2023]
Abstract
German skilled readers have been found to engage in morphological and syllable-based processing in visual word recognition. However, the relative reliance on syllables and morphemes in reading multi-syllabic complex words is still unresolved. This study aimed to unveil which of these sublexical units are the preferred units of reading by employing eye-tracking technology. Participants silently read sentences while their eye-movements were recorded. Words were visually marked using colour alternation (Experiment 1) or hyphenation (Experiment 2)-at syllable boundary (e.g., Kir-schen), at morpheme boundary (e.g., Kirsch-en), or within the units themselves (e.g., Ki-rschen). A control condition without disruptions was used as a baseline (e.g., Kirschen). The results of Experiment 1 showed that eye-movements were not modulated by colour alternations. The results of Experiment 2 indicated that hyphens disrupting syllables had a larger inhibitory effect on reading times than hyphens disrupting morphemes, suggesting that eye-movements in German skilled readers are more influenced by syllabic than morphological structure.
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Affiliation(s)
- Elisabetta De Simone
- School of Psychological Sciences and Macquarie Centre for Reading, Macquarie University, Sydney, NSW, Australia
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Lisa Feldmann
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Xenia Schmalz
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Elisabeth Beyersmann
- School of Psychological Sciences and Macquarie Centre for Reading, Macquarie University, Sydney, NSW, Australia
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Gubian M, Blything R, Davis CJ, Bowers JS. Does that sound right? A novel method of evaluating models of reading aloud : Rating nonword pronunciations. Behav Res Methods 2023; 55:1314-1331. [PMID: 35650383 PMCID: PMC10126079 DOI: 10.3758/s13428-022-01794-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/06/2022] [Indexed: 11/08/2022]
Abstract
Nonword pronunciation is a critical challenge for models of reading aloud but little attention has been given to identifying the best method for assessing model predictions. The most typical approach involves comparing the model's pronunciations of nonwords to pronunciations of the same nonwords by human participants and deeming the model's output correct if it matches with any transcription of the human pronunciations. The present paper introduces a new ratings-based method, in which participants are shown printed nonwords and asked to rate the plausibility of the provided pronunciations, generated here by a speech synthesiser. We demonstrate this method with reference to a previously published database of 915 disyllabic nonwords (Mousikou et al., 2017). We evaluated two well-known psychological models, RC00 and CDP++, as well as an additional grapheme-to-phoneme algorithm known as Sequitur, and compared our model assessment with the corpus-based method adopted by Mousikou et al. We find that the ratings method: a) is much easier to implement than a corpus-based method, b) has a high hit rate and low false-alarm rate in assessing nonword reading accuracy, and c) provided a similar outcome as the corpus-based method in its assessment of RC00 and CDP++. However, the two methods differed in their evaluation of Sequitur, which performed much better under the ratings method. Indeed, our evaluation of Sequitur revealed that the corpus-based method introduced a number of false positives and more often, false negatives. Implications of these findings are discussed.
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Affiliation(s)
- Michele Gubian
- Institute of Phonetics and Speech Processing, LMU Munich, Munich, Germany
| | | | - Colin J Davis
- School of Psychological Science, University of Bristol, Bristol, UK
| | - Jeffrey S Bowers
- School of Psychological Science, University of Bristol, Bristol, UK
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Dołżycka JD, Nikadon J, Formanowicz M. Constructing Pseudowords with Constraints on Morphological Features - Application for Polish Pseudonouns and Pseudoverbs. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2022; 51:1247-1265. [PMID: 35930208 PMCID: PMC9646586 DOI: 10.1007/s10936-022-09884-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/26/2022] [Indexed: 06/15/2023]
Abstract
Pseudowords allow researchers to investigate multiple grammatical or syntactic aspects of language processing. In order to serve that purpose, pseudoword stimuli need to preserve certain properties of real language. We provide a Python-based pipeline for the generation of pseudoword stimuli that sound/read naturally in a given language. The pseudowords are designed to resemble real words and clearly indicate their grammatical class for languages that use specific suffixes from parts of speech. We also provide two sets of pseudonouns and pseudoverbs in Polish that are outcomes of the applied pipeline. The sets are equipped with psycholinguistically relevant properties of words, such as orthographic Levenshtein distance 20. We also performed two studies (overall N = 640) to test the validity of the algorithmically constructed stimuli in a human sample. Thus, we present stimuli that were deprived of direct meaning yet are clearly classifiable as grammatical categories while being orthographically and phonologically plausible.
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Affiliation(s)
- Joanna Daria Dołżycka
- Nicolaus Copernicus University, Toruń, Poland.
- Department of Applied Emotion and Motivation Psychology, Ulm University, Ulm, Germany.
- Institut für Psychologie und Pädagogik, Abteilung Angewandte Emotions- und Motivationspsychologie, Albert-Einstein-Allee 47, D-89081, Ulm, Germany.
| | - Jan Nikadon
- Nicolaus Copernicus University, Toruń, Poland
- SWPS University of Social Sciences and Humanities, Warsaw, Poland
| | - Magdalena Formanowicz
- Nicolaus Copernicus University, Toruń, Poland
- SWPS University of Social Sciences and Humanities, Warsaw, Poland
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Schmalz X, Mulatti C, Schulte-Körne G, Moll K. Effects of complexity and unpredictability on the learning of an artificial orthography. Cortex 2022; 152:1-20. [DOI: 10.1016/j.cortex.2022.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 03/23/2022] [Accepted: 03/26/2022] [Indexed: 11/03/2022]
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Hevia-Tuero C, Incera S, Suárez-Coalla P. Influences of First and Second Language Phonology on Spanish Children Learning to Read in English. Front Psychol 2022; 13:803518. [PMID: 35401334 PMCID: PMC8987578 DOI: 10.3389/fpsyg.2022.803518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Accepted: 03/07/2022] [Indexed: 11/13/2022] Open
Abstract
Children learning to read in two different orthographic systems are exposed to cross-linguistic interferences. We explored the effects of school (Monolingual, Bilingual) and grade (2nd, 4th, and 6th) on phonological activation during a visual word recognition task. Elementary school children from Spain completed a lexical decision task in English. The task included real words and pseudohomophones following Spanish or English phonological rules. Using the mouse-tracking paradigm, we analyzed errors, reaction times, and computer mouse movements. Children in the bilingual school performed better than children in the monolingual school. Children in higher grades performed better than children in lower grades. The interference effect of Spanish phonology was weak and became weaker in higher grades. Spanish children differentiate between first and second language grapheme-to-phoneme correspondences since early on in the educational process. In 6th grade, children from the bilingual school responded better to words and Spanish pseudohomophones, while children from the monolingual school were less distracted by the English pseudohomophones. Children in the bilingual school had stronger inhibition of Spanish (L1) phonology and stronger activation of English (L2) phonology. Instructional method plays an important role on the processing strategies Spanish children rely on when reading in English. School and grade influence the link between orthographic and phonological representations.
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Affiliation(s)
- Carmen Hevia-Tuero
- Laboratorio de Psicología del Lenguaje, Department of Psychology, University of Oviedo, Oviedo, Spain
- *Correspondence: Carmen Hevia-Tuero,
| | - Sara Incera
- Multilingual Laboratory, Department of Psychology, Eastern Kentucky University, Richmond, KY, United States
| | - Paz Suárez-Coalla
- Laboratorio de Psicología del Lenguaje, Department of Psychology, University of Oviedo, Oviedo, Spain
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Zhang H, Han X. Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students. Front Psychol 2021; 12:709023. [PMID: 34733201 PMCID: PMC8558255 DOI: 10.3389/fpsyg.2021.709023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Accepted: 09/13/2021] [Indexed: 11/23/2022] Open
Abstract
The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is P = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.
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Affiliation(s)
- Hongyan Zhang
- Second Language Acquisition, Translation Theory and Practice, Zhoukou Normal University, ZhouKou, China
| | - Xianghua Han
- Second Language Acquisition, Henan Finance University, Zhengzhou, China
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