The Influence of Native-Language Phonology on Lexical Access: Exemplar-Based versus Abstract Lexical Entries
This study used medium-term auditory repetition priming to investigate word-recognition processes. Highly fluent Catalan-Spanish bilinguals whose first language was either Catalan or Spanish were tested in a lexical decision task involving Catalan words and nonwords. Spanish-dominant individuals, bu...
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| Veröffentlicht in: | Psychological science 2001-11, Vol.12 (6), p.445-449 |
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| creator | Pallier, Christophe Colomé, Angels Sebastián-Gallés, Núria |
| description | This study used medium-term auditory repetition priming to investigate word-recognition processes. Highly fluent Catalan-Spanish bilinguals whose first language was either Catalan or Spanish were tested in a lexical decision task involving Catalan words and nonwords. Spanish-dominant individuals, but not Catalan-dominant individuals, exhibited repetition priming for minimal pairs differing in only one feature that is nondistinctive in Spanish (e.g., /neə/ vs. /nµtə/), thereby indicating that they processed these words as homophones. This finding provides direct evidence both that word recognition uses a language-specific phonological representation and that lexical entries are stored in the mental lexicon as abstract forms. |
| doi_str_mv | 10.1111/1467-9280.00383 |
| format | Article |
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Highly fluent Catalan-Spanish bilinguals whose first language was either Catalan or Spanish were tested in a lexical decision task involving Catalan words and nonwords. Spanish-dominant individuals, but not Catalan-dominant individuals, exhibited repetition priming for minimal pairs differing in only one feature that is nondistinctive in Spanish (e.g., /neə/ vs. /nµtə/), thereby indicating that they processed these words as homophones. This finding provides direct evidence both that word recognition uses a language-specific phonological representation and that lexical entries are stored in the mental lexicon as abstract forms.</description><identifier>ISSN: 0956-7976</identifier><identifier>EISSN: 1467-9280</identifier><identifier>DOI: 10.1111/1467-9280.00383</identifier><identifier>PMID: 11760129</identifier><identifier>CODEN: PSYSET</identifier><language>eng</language><publisher>Los Angeles, CA: Blackwell Publishing</publisher><subject>Acknowledgment ; Adult ; Auditory perception ; Bilingual people ; Bilingualism ; Catalan language ; Cognition ; Cognitive science ; Homophones ; Humans ; Latin language ; Lexical access ; Lexical decision task ; Linguistics ; Memory ; Mental lexicon ; Minimal pairs ; Multilingualism ; Nonwords ; Paired-Associate Learning ; Phonemes ; Phonemics ; Phonetics ; Phonology ; Priming ; Psychoacoustics ; Psychology ; Reaction Time ; Repetition ; Retention (Psychology) ; Second language learning ; Spain ; Spanish language ; Speech Perception ; Students - psychology ; Vowels ; Word recognition ; Words</subject><ispartof>Psychological science, 2001-11, Vol.12 (6), p.445-449</ispartof><rights>Copyright 2001 American Psychological Society</rights><rights>2001 Association for Psychological Science</rights><rights>Distributed under a Creative Commons Attribution 4.0 International License</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c552t-919025c17f0ee105e25c227cd3cb3423780b4399d12c273579274d89f212db6d3</citedby><cites>FETCH-LOGICAL-c552t-919025c17f0ee105e25c227cd3cb3423780b4399d12c273579274d89f212db6d3</cites><orcidid>0000-0002-3324-666X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/40063668$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/40063668$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>230,314,780,784,803,885,21819,27924,27925,43621,43622,58017,58250</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/11760129$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttps://hal.science/hal-02341190$$DView record in HAL$$Hfree_for_read</backlink></links><search><creatorcontrib>Pallier, Christophe</creatorcontrib><creatorcontrib>Colomé, Angels</creatorcontrib><creatorcontrib>Sebastián-Gallés, Núria</creatorcontrib><title>The Influence of Native-Language Phonology on Lexical Access: Exemplar-Based versus Abstract Lexical Entries</title><title>Psychological science</title><addtitle>Psychol Sci</addtitle><description>This study used medium-term auditory repetition priming to investigate word-recognition processes. Highly fluent Catalan-Spanish bilinguals whose first language was either Catalan or Spanish were tested in a lexical decision task involving Catalan words and nonwords. Spanish-dominant individuals, but not Catalan-dominant individuals, exhibited repetition priming for minimal pairs differing in only one feature that is nondistinctive in Spanish (e.g., /neə/ vs. /nµtə/), thereby indicating that they processed these words as homophones. This finding provides direct evidence both that word recognition uses a language-specific phonological representation and that lexical entries are stored in the mental lexicon as abstract forms.</description><subject>Acknowledgment</subject><subject>Adult</subject><subject>Auditory perception</subject><subject>Bilingual people</subject><subject>Bilingualism</subject><subject>Catalan language</subject><subject>Cognition</subject><subject>Cognitive science</subject><subject>Homophones</subject><subject>Humans</subject><subject>Latin language</subject><subject>Lexical access</subject><subject>Lexical decision task</subject><subject>Linguistics</subject><subject>Memory</subject><subject>Mental lexicon</subject><subject>Minimal pairs</subject><subject>Multilingualism</subject><subject>Nonwords</subject><subject>Paired-Associate Learning</subject><subject>Phonemes</subject><subject>Phonemics</subject><subject>Phonetics</subject><subject>Phonology</subject><subject>Priming</subject><subject>Psychoacoustics</subject><subject>Psychology</subject><subject>Reaction Time</subject><subject>Repetition</subject><subject>Retention (Psychology)</subject><subject>Second language learning</subject><subject>Spain</subject><subject>Spanish language</subject><subject>Speech Perception</subject><subject>Students - psychology</subject><subject>Vowels</subject><subject>Word recognition</subject><subject>Words</subject><issn>0956-7976</issn><issn>1467-9280</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqFkc9r2zAUx8XYWLNu5502BIVBYW7107J2S0u6Fsy2Q3cWsvycODhWJtmh_e-nzCEbhTJdhB4ffd-TPgi9p-SCpnVJRa4yzQpyQQgv-As0O1ZeohnRMs-UVvkJehPjmqSleP4anVCqckKZnqHufgX4rm-6EXoH2Df4mx3aHWSl7ZejXQL-sfK97_zyEfsel_DQOtvhuXMQ4xe8eIDNtrMhu7IRaryDEMeI51UcgnXDEV_0Q2ghvkWvGttFeHfYT9HPm8X99W1Wfv96dz0vMyclGzJNNWHSUdUQAEokpANjytXcVVwwrgpSCa51TZljikulmRJ1oRtGWV3lNT9F51PuynZmG9qNDY_G29bczkuzrxHGBU1ddjSxnyZ2G_yvEeJgNm100HW2Bz9GU0iZPlaK_4KKcS4EkQk8ewKu_Rj69GBDdaFEml-SRF1OlAs-xgDNcVBKzN6t2Zs0e5Pmj9t04-Mhd6w2UP_lDzIT8HkCYvL2T9Nn8z5M-DoOPhzjBCE5z_OC_wZG97IH</recordid><startdate>20011101</startdate><enddate>20011101</enddate><creator>Pallier, Christophe</creator><creator>Colomé, Angels</creator><creator>Sebastián-Gallés, Núria</creator><general>Blackwell Publishing</general><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><general>Association for Psychological Science</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7X8</scope><scope>1XC</scope><scope>VOOES</scope><orcidid>https://orcid.org/0000-0002-3324-666X</orcidid></search><sort><creationdate>20011101</creationdate><title>The Influence of Native-Language Phonology on Lexical Access: Exemplar-Based versus Abstract Lexical Entries</title><author>Pallier, Christophe ; Colomé, Angels ; Sebastián-Gallés, Núria</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c552t-919025c17f0ee105e25c227cd3cb3423780b4399d12c273579274d89f212db6d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>Acknowledgment</topic><topic>Adult</topic><topic>Auditory perception</topic><topic>Bilingual people</topic><topic>Bilingualism</topic><topic>Catalan language</topic><topic>Cognition</topic><topic>Cognitive science</topic><topic>Homophones</topic><topic>Humans</topic><topic>Latin language</topic><topic>Lexical access</topic><topic>Lexical decision task</topic><topic>Linguistics</topic><topic>Memory</topic><topic>Mental lexicon</topic><topic>Minimal pairs</topic><topic>Multilingualism</topic><topic>Nonwords</topic><topic>Paired-Associate Learning</topic><topic>Phonemes</topic><topic>Phonemics</topic><topic>Phonetics</topic><topic>Phonology</topic><topic>Priming</topic><topic>Psychoacoustics</topic><topic>Psychology</topic><topic>Reaction Time</topic><topic>Repetition</topic><topic>Retention (Psychology)</topic><topic>Second language learning</topic><topic>Spain</topic><topic>Spanish language</topic><topic>Speech Perception</topic><topic>Students - psychology</topic><topic>Vowels</topic><topic>Word recognition</topic><topic>Words</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Pallier, Christophe</creatorcontrib><creatorcontrib>Colomé, Angels</creatorcontrib><creatorcontrib>Sebastián-Gallés, Núria</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><collection>Hyper Article en Ligne (HAL)</collection><collection>Hyper Article en Ligne (HAL) (Open Access)</collection><jtitle>Psychological science</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Pallier, Christophe</au><au>Colomé, Angels</au><au>Sebastián-Gallés, Núria</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Influence of Native-Language Phonology on Lexical Access: Exemplar-Based versus Abstract Lexical Entries</atitle><jtitle>Psychological science</jtitle><addtitle>Psychol Sci</addtitle><date>2001-11-01</date><risdate>2001</risdate><volume>12</volume><issue>6</issue><spage>445</spage><epage>449</epage><pages>445-449</pages><issn>0956-7976</issn><eissn>1467-9280</eissn><coden>PSYSET</coden><abstract>This study used medium-term auditory repetition priming to investigate word-recognition processes. Highly fluent Catalan-Spanish bilinguals whose first language was either Catalan or Spanish were tested in a lexical decision task involving Catalan words and nonwords. Spanish-dominant individuals, but not Catalan-dominant individuals, exhibited repetition priming for minimal pairs differing in only one feature that is nondistinctive in Spanish (e.g., /neə/ vs. /nµtə/), thereby indicating that they processed these words as homophones. This finding provides direct evidence both that word recognition uses a language-specific phonological representation and that lexical entries are stored in the mental lexicon as abstract forms.</abstract><cop>Los Angeles, CA</cop><pub>Blackwell Publishing</pub><pmid>11760129</pmid><doi>10.1111/1467-9280.00383</doi><tpages>5</tpages><orcidid>https://orcid.org/0000-0002-3324-666X</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Acknowledgment Adult Auditory perception Bilingual people Bilingualism Catalan language Cognition Cognitive science Homophones Humans Latin language Lexical access Lexical decision task Linguistics Memory Mental lexicon Minimal pairs Multilingualism Nonwords Paired-Associate Learning Phonemes Phonemics Phonetics Phonology Priming Psychoacoustics Psychology Reaction Time Repetition Retention (Psychology) Second language learning Spain Spanish language Speech Perception Students - psychology Vowels Word recognition Words |
| title | The Influence of Native-Language Phonology on Lexical Access: Exemplar-Based versus Abstract Lexical Entries |
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