Learning morphologically complex spoken words : Orthographic expectations of embedded stems are formed prior to print exposure

Journal article


Beyersmann, Elisabeth, Wegener, Signy, Nation, Kate, Prokupzcuk, Ayako, Wang, Hua-Chen and Castles, Anne. (2021). Learning morphologically complex spoken words : Orthographic expectations of embedded stems are formed prior to print exposure. Journal of Experimental Psychology : Learning, Memory and Cognition. 47(1), pp. 87-98. https://doi.org/10.1037/xlm0000808
AuthorsBeyersmann, Elisabeth, Wegener, Signy, Nation, Kate, Prokupzcuk, Ayako, Wang, Hua-Chen and Castles, Anne
Abstract

It is well known that information from spoken language is integrated into reading processes, but the nature of these links and how they are acquired is less well understood. Recent evidence has suggested that predictions about the written form of newly learned spoken words are already generated prior to print exposure. We extend this work to morphologically complex words and ask whether the information that is available in spoken words goes beyond the mappings between phonology and orthography. Adults were taught the oral form of a set of novel morphologically complex words (e.g., “neshing”, “neshed”, “neshes”), with a 2nd set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g., nesh), embedded in sentences, and their eye movements were monitored. Half of the stems were allocated a predictable and half an unpredictable spelling. Reading times were shorter for orally trained than untrained stems and for stems with predictable rather than unpredictable spellings. Crucially, there was an interaction between spelling predictability and training. This suggests that orthographic expectations of embedded stems are formed during spoken word learning. Reading aloud and spelling tests complemented the eye movement data, and findings are discussed in the context of theories of reading acquisition.

Keywordsspoken word learning; eye tracking; morphological processing; reading acquisition
Year2021
JournalJournal of Experimental Psychology : Learning, Memory and Cognition
Journal citation47 (1), pp. 87-98
PublisherAmerican Psychological Association
ISSN0278-7393
Digital Object Identifier (DOI)https://doi.org/10.1037/xlm0000808
PubMed ID31916831
Scopus EID2-s2.0-85078584837
Open accessPublished as green open access
Page range87-98
FunderAustralian Research Council (ARC)
Research Training Program Scholarship (RTP), Australian Government
Economic and Social Research Council (ESRC)
Author's accepted manuscript
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All rights reserved
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online09 Jan 2020
Publication process dates
Accepted22 Nov 2019
Deposited12 Oct 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDE190100850
ES/M009998/1
DP150100149
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