Phonological Typicality Does Not Influence Fixation Durations in Normal Reading
Using a word-by-word self-paced reading paradigm, T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006) reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been t...
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| Veröffentlicht in: | Journal of experimental psychology. Learning, memory, and cognition memory, and cognition, 2009-05, Vol.35 (3), p.806-814 |
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| container_title | Journal of experimental psychology. Learning, memory, and cognition |
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| creator | Staub, Adrian Grant, Margaret Clifton, Charles Rayner, Keith |
| description | Using a word-by-word self-paced reading paradigm,
T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006)
reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive to subtle relationships between sound and syntactic function and that they make rapid use of this information in comprehension. The present article reports attempts to replicate this result using both eyetracking during normal reading (Experiment 1) and word-by-word self-paced reading (Experiment 2). No hint of a phonological typicality effect emerged on any reading-time measure in Experiment 1, nor did Experiment 2 replicate Farmer et al.'s finding from self-paced reading. Indeed, the differences between condition means were not consistently in the predicted direction, as phonologically atypical verbs were read more quickly than phonologically typical verbs, on most measures. Implications for research on visual word recognition are discussed. |
| doi_str_mv | 10.1037/a0015123 |
| format | Article |
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T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006)
reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive to subtle relationships between sound and syntactic function and that they make rapid use of this information in comprehension. The present article reports attempts to replicate this result using both eyetracking during normal reading (Experiment 1) and word-by-word self-paced reading (Experiment 2). No hint of a phonological typicality effect emerged on any reading-time measure in Experiment 1, nor did Experiment 2 replicate Farmer et al.'s finding from self-paced reading. Indeed, the differences between condition means were not consistently in the predicted direction, as phonologically atypical verbs were read more quickly than phonologically typical verbs, on most measures. Implications for research on visual word recognition are discussed.</description><identifier>ISSN: 0278-7393</identifier><identifier>EISSN: 1939-1285</identifier><identifier>DOI: 10.1037/a0015123</identifier><identifier>PMID: 19379050</identifier><identifier>CODEN: JEPCEA</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Attention ; Biological and medical sciences ; Cognition & reasoning ; Comprehension ; Experimental psychology ; Eye Movements ; Fixation, Ocular ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Information processing ; Language ; Pacing ; Phoneme Grapheme Correspondence ; Phonetics ; Phonology ; Production and perception of written language ; Psycholinguistics ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reaction Time ; Reading ; Reading comprehension ; Reading Processes ; Recognition ; Semantics ; Syntax ; Verbs ; Word Recognition</subject><ispartof>Journal of experimental psychology. Learning, memory, and cognition, 2009-05, Vol.35 (3), p.806-814</ispartof><rights>2009 American Psychological Association</rights><rights>2009 INIST-CNRS</rights><rights>Copyright 2009 APA, all rights reserved.</rights><rights>Copyright American Psychological Association May 2009</rights><rights>2009, American Psychological Association</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a567t-d33bf588e02b941a6125382419f8d7ed16f06676abd36f57b8457ad2afa3fe1b3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,776,780,881,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ836534$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=21479397$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/19379050$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Staub, Adrian</creatorcontrib><creatorcontrib>Grant, Margaret</creatorcontrib><creatorcontrib>Clifton, Charles</creatorcontrib><creatorcontrib>Rayner, Keith</creatorcontrib><title>Phonological Typicality Does Not Influence Fixation Durations in Normal Reading</title><title>Journal of experimental psychology. Learning, memory, and cognition</title><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><description>Using a word-by-word self-paced reading paradigm,
T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006)
reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive to subtle relationships between sound and syntactic function and that they make rapid use of this information in comprehension. The present article reports attempts to replicate this result using both eyetracking during normal reading (Experiment 1) and word-by-word self-paced reading (Experiment 2). No hint of a phonological typicality effect emerged on any reading-time measure in Experiment 1, nor did Experiment 2 replicate Farmer et al.'s finding from self-paced reading. Indeed, the differences between condition means were not consistently in the predicted direction, as phonologically atypical verbs were read more quickly than phonologically typical verbs, on most measures. Implications for research on visual word recognition are discussed.</description><subject>Attention</subject><subject>Biological and medical sciences</subject><subject>Cognition & reasoning</subject><subject>Comprehension</subject><subject>Experimental psychology</subject><subject>Eye Movements</subject><subject>Fixation, Ocular</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Information processing</subject><subject>Language</subject><subject>Pacing</subject><subject>Phoneme Grapheme Correspondence</subject><subject>Phonetics</subject><subject>Phonology</subject><subject>Production and perception of written language</subject><subject>Psycholinguistics</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reaction Time</subject><subject>Reading</subject><subject>Reading comprehension</subject><subject>Reading Processes</subject><subject>Recognition</subject><subject>Semantics</subject><subject>Syntax</subject><subject>Verbs</subject><subject>Word Recognition</subject><issn>0278-7393</issn><issn>1939-1285</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqF0luL1DAUB_AgijuOgh9ApCzeXkZzv7wIshddWVyR9TmkbTKbpU1q0srOtzd1xvHysOYlgfPLSTn9A_AYwdcIEvHGQIgYwuQOWCBF1Aphye6CBcRCrgRR5AA8yPkazovI--CgIKEggwtw8fkqhtjFtW9MV11uhnn346Y6jjZXn-JYnQXXTTY0tjr1N2b0MVTHU_p5yJUPxaS-XP1iTevD-iG450yX7aPdvgRfT08ujz6szi_enx29O18ZxsW4agmpHZPSQlwrigxHmBGJKVJOtsK2iDvIueCmbgl3TNSSMmFabJwhzqKaLMHbbd9hqnvbNjaMyXR6SL43aaOj8frvSvBXeh2_aywplZCUBi93DVL8Ntk86t7nxnadCTZOWQtalhAUFvniVskFooQz_F-IIRRKFbwEh__A6zilUOalOaJUCa5uRXh-sPzXGb3aoibFnJN1-wkgqOdo6F_RKPTpnxP7DXdZKOD5DphcQuCSCY3Pe1ceFSVborgnW2eTb_blk4-yDIHMn_RsWzaD0UPeNCaNvuls1jddrwnTREvIyQ-LWNS0</recordid><startdate>20090501</startdate><enddate>20090501</enddate><creator>Staub, Adrian</creator><creator>Grant, Margaret</creator><creator>Clifton, Charles</creator><creator>Rayner, Keith</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><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>7RZ</scope><scope>PSYQQ</scope><scope>7TK</scope><scope>7X8</scope><scope>7T9</scope><scope>5PM</scope></search><sort><creationdate>20090501</creationdate><title>Phonological Typicality Does Not Influence Fixation Durations in Normal Reading</title><author>Staub, Adrian ; Grant, Margaret ; Clifton, Charles ; Rayner, Keith</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a567t-d33bf588e02b941a6125382419f8d7ed16f06676abd36f57b8457ad2afa3fe1b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Attention</topic><topic>Biological and medical sciences</topic><topic>Cognition & reasoning</topic><topic>Comprehension</topic><topic>Experimental psychology</topic><topic>Eye Movements</topic><topic>Fixation, Ocular</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Humans</topic><topic>Information processing</topic><topic>Language</topic><topic>Pacing</topic><topic>Phoneme Grapheme Correspondence</topic><topic>Phonetics</topic><topic>Phonology</topic><topic>Production and perception of written language</topic><topic>Psycholinguistics</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reaction Time</topic><topic>Reading</topic><topic>Reading comprehension</topic><topic>Reading Processes</topic><topic>Recognition</topic><topic>Semantics</topic><topic>Syntax</topic><topic>Verbs</topic><topic>Word Recognition</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Staub, Adrian</creatorcontrib><creatorcontrib>Grant, Margaret</creatorcontrib><creatorcontrib>Clifton, Charles</creatorcontrib><creatorcontrib>Rayner, Keith</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Neurosciences Abstracts</collection><collection>MEDLINE - Academic</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of experimental psychology. Learning, memory, and cognition</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Staub, Adrian</au><au>Grant, Margaret</au><au>Clifton, Charles</au><au>Rayner, Keith</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ836534</ericid><atitle>Phonological Typicality Does Not Influence Fixation Durations in Normal Reading</atitle><jtitle>Journal of experimental psychology. Learning, memory, and cognition</jtitle><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><date>2009-05-01</date><risdate>2009</risdate><volume>35</volume><issue>3</issue><spage>806</spage><epage>814</epage><pages>806-814</pages><issn>0278-7393</issn><eissn>1939-1285</eissn><coden>JEPCEA</coden><abstract>Using a word-by-word self-paced reading paradigm,
T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006)
reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive to subtle relationships between sound and syntactic function and that they make rapid use of this information in comprehension. The present article reports attempts to replicate this result using both eyetracking during normal reading (Experiment 1) and word-by-word self-paced reading (Experiment 2). No hint of a phonological typicality effect emerged on any reading-time measure in Experiment 1, nor did Experiment 2 replicate Farmer et al.'s finding from self-paced reading. Indeed, the differences between condition means were not consistently in the predicted direction, as phonologically atypical verbs were read more quickly than phonologically typical verbs, on most measures. Implications for research on visual word recognition are discussed.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>19379050</pmid><doi>10.1037/a0015123</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Attention Biological and medical sciences Cognition & reasoning Comprehension Experimental psychology Eye Movements Fixation, Ocular Fundamental and applied biological sciences. Psychology Human Humans Information processing Language Pacing Phoneme Grapheme Correspondence Phonetics Phonology Production and perception of written language Psycholinguistics Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reaction Time Reading Reading comprehension Reading Processes Recognition Semantics Syntax Verbs Word Recognition |
| title | Phonological Typicality Does Not Influence Fixation Durations in Normal Reading |
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