Do ‘blacheap’ and ‘subcheap’ both prime ‘cheap’? An investigation of morphemic status and position in early visual word processing

Journal article


Heathcote, Lauren, Nation, Kate, Castles, Anne and Beyersmann, Elisabeth. (2018). Do ‘blacheap’ and ‘subcheap’ both prime ‘cheap’? An investigation of morphemic status and position in early visual word processing. Quarterly Journal of Experimental Psychology. 71(8), pp. 1645-1654. https://doi.org/10.1080/17470218.2017.1362704
AuthorsHeathcote, Lauren, Nation, Kate, Castles, Anne and Beyersmann, Elisabeth
Abstract

Much research suggests that words comprising more than one morpheme are decomposed into morphemes in the early stages of visual word recognition. In the present masked primed lexical decision study, we investigated whether or not decomposition occurs for both prefixed and suffixed nonwords and for nonwords which comprise a stem and a non-morphemic ending. Prime–target relatedness was manipulated in three ways: (1) primes shared a semantically transparent morphological relationship with the target (e.g., subcheap-CHEAP, cheapize-CHEAP); (2) primes comprised targets and non-affixal letter strings (e.g., blacheap-CHEAP, cheapstry-CHEAP); and (3) primes were real, complex words unrelated to the target (e.g., miscall-CHEAP, idealism-CHEAP). Both affixed and non-affixed nonwords significantly facilitated the recognition of their stem targets, suggesting that embedded stems are activated independently of whether they are accompanied by a real affix or a non-affix. There was no difference in priming between stems being embedded in initial and final string positions, indicating that embedded stem activation is position-independent. Finally, more priming was observed in the semantically interpretable affixed condition than in the non-affixed condition, which points to a semantic licensing mechanism during complex novel word processing.

Keywordsvisual word recognition ; masked priming; lexical decision; morphological processing
Year01 Jan 2018
JournalQuarterly Journal of Experimental Psychology
Journal citation71 (8), pp. 1645-1654
PublisherSage Publications, Inc. (US)
ISSN1747-0218
Digital Object Identifier (DOI)https://doi.org/10.1080/17470218.2017.1362704
PubMed ID28760071
Web address (URL)https://journals.sagepub.com/doi/10.1080/17470218.2017.1362704
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1645-1654
Author's accepted manuscript
License
All rights reserved
File Access Level
Controlled
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online01 Jan 2018
Publication process dates
Accepted16 Jul 2017
Deposited24 Jul 2024
Additional information

© Experimental Psychology Society 2017.

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This experiment formed part of L.H.’s MSc thesis (supported by a Medical Research Council studentship), supervised by K.N. The manuscript was prepared while K.N. and A.C. were supported by The Economic and Social Research Council (ES/M009998/1) and E.B. by a Macquarie University Research Fellowship. L.H. is now at the Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University, CA,USA.

Supplementary material is available at journals.sagepub.com/doi/suppl/10.1080/17470218.2017.1362704.

Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/90v67/do-blacheap-and-subcheap-both-prime-cheap-an-investigation-of-morphemic-status-and-position-in-early-visual-word-processing

Restricted files

Author's accepted manuscript


Publisher's version

  • 25
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children
Wang, Hua-Chen, Li, Luan, Xu Rattanasone, Nan, Demuth, Katherine and Castles, Anne. (2023). Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children. Scientific Studies of Reading. 27(6), pp. 557-569. https://doi.org/10.1080/10888438.2023.2217965
Orthographic facilitation of oral vocabulary acquisition in primary school children
Salins, Andrea, Cupples, Linda, Leigh, Greg and Castles, Anne. (2023). Orthographic facilitation of oral vocabulary acquisition in primary school children. Quarterly Journal of Experimental Psychology. 76(5), pp. 1045-1056. https://doi.org/10.1177/17470218221102916
The effect of spacing versus massing on orthographic learning
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Reichle, Erik D., Nation, Kate and Castles, Anne. (2023). The effect of spacing versus massing on orthographic learning. Reading Research Quarterly. 58(3), pp. 361-372. https://doi.org/10.1002/rrq.492
Eye movements during reading
Wegener, Signy, Yu, Lili, Reichle, Erik D., Beyersmann, Elisabeth, Parrila, Rauno and Castles, Anne. (2023). Eye movements during reading. Frontiers for Young Minds. 11, p. Article 769381. https://doi.org/10.3389/frym.2023.769381
Orthographic expectancies in the absence of contextual support
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). Orthographic expectancies in the absence of contextual support. Scientific Studies of Reading. 27(2), pp. 187-197. https://doi.org/10.1080/10888438.2022.2127356
The effect of oral vocabulary training on reading novel complex words
Beyersmann, Elisabeth, Wegener, Signy, Pescuma, Valentina N., Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). The effect of oral vocabulary training on reading novel complex words. Quarterly Journal of Experimental Psychology. 76(6), pp. 1321-1332. https://doi.org/10.1177/17470218221113949
Acquisition of orthographic forms via complex spoken word training
Beyersmann, Elisabeth, Wegener, Signy, Spencer, Jasmine and Castles, Anne. (2023). Acquisition of orthographic forms via complex spoken word training. Psychonomic Bulletin and Review. 30, pp. 739-750. https://doi.org/10.3758/s13423-022-02185-y
Automatic morpheme identification across development : Magnetoencephalography (MEG) evidence from fast periodic visual stimulation
Pescuma, Valentina N, Ktori, Maria, Beyersmann, Elisabeth, Sowman, Paul F., Castles, Anne and Crepaldi, Davide. (2022). Automatic morpheme identification across development : Magnetoencephalography (MEG) evidence from fast periodic visual stimulation. Frontiers in Psychology. 13, pp. 1-13. https://doi.org/10.3389/fpsyg.2022.932952
Teaching children to read irregular words : A comparison of three instructional methods
Colenbrander, Danielle, Kohnen, Saskia, Beyersmann, Elisabeth, Robidoux, Serje, Wegener, Signy, Arrow, Tara, Nation, Kate and Castles, Anne. (2022). Teaching children to read irregular words : A comparison of three instructional methods. Scientific Studies of Reading. 26(6), pp. 545-564. https://doi.org/10.1080/10888438.2022.2077653
Oral vocabulary and learning to read new words : A theoretical review
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth and Castles, Anne. (2022). Oral vocabulary and learning to read new words : A theoretical review. Australian Journal of Learning Difficulties. 27(2), pp. 253-278. https://doi.org/10.1080/19404158.2022.2097717
The effects of spacing and massing on children's orthographic learning
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2022). The effects of spacing and massing on children's orthographic learning. Journal of Experimental Child Psychology. 214, p. Article 105309. https://doi.org/10.1016/j.jecp.2021.105309
Children processing novel irregular and regular words during reading : An eye tracking study
Murray, Lyndall, Wegener, Signy, Wang, Hua-Chen, Parrila, Rauno and Castles, Anne. (2022). Children processing novel irregular and regular words during reading : An eye tracking study. Scientific Studies of Reading. 26(5), pp. 417-431. https://doi.org/10.1080/10888438.2022.2030744
Cognitive precursors of reading : A cross-linguistic perspective
Landerl, Karin, Castles, Anne and Parrila, Rauno. (2022). Cognitive precursors of reading : A cross-linguistic perspective. Scientific Studies of Reading. 26(2), pp. 111-124. https://doi.org/10.1080/10888438.2021.1983820
Tracking the relations between children’s reading and emotional health across time : Evidence from four large longitudinal studies
McArthur, Genevieve, Badcock, Nicholas, Castles, Anne and Robidoux, Serje. (2022). Tracking the relations between children’s reading and emotional health across time : Evidence from four large longitudinal studies. Reading Research Quarterly. 57(2), pp. 555-585. https://doi.org/10.1002/rrq.426
Semantic and phonological decoding in children’s orthographic learning in Chinese
Li, Luan, Marinus, Eva, Castles, Anne, Hsieh, Miao-Ling and Wang, Hua-Chen. (2021). Semantic and phonological decoding in children’s orthographic learning in Chinese. Scientific Studies of Reading. 25(4), pp. 319-334. https://doi.org/10.1080/10888438.2020.1781863
Learning morphologically complex spoken words : Orthographic expectations of embedded stems are formed prior to print exposure
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
Teaching irregular words : What we know, what we don't know, and where we can go from here
Colenbrander, Danielle, Wang, Hua-Chen, Arrow, Tara and Castles, Anne. (2020). Teaching irregular words : What we know, what we don't know, and where we can go from here. The Educational and Developmental Psychologist. 37(2), pp. 97-104. https://doi.org/10.1017/edp.2020.11
Tracking the evolution of orthographic expectancies over building visual experience.
Wegener, Signy, Wang, Hua-Chen, Nation, Kate and Castles, Anne. (2020). Tracking the evolution of orthographic expectancies over building visual experience. Journal of Experimental Child Psychology. 199, p. Article 104912. https://doi.org/10.1016/j.jecp.2020.104912
Embedded stems as a bootstrapping mechanism for morphological parsing during reading development
Beyersmann, Elisabeth, Grainger, Jonathan and Castles, Anne. (2019). Embedded stems as a bootstrapping mechanism for morphological parsing during reading development. Journal of Experimental Child Psychology. 182, pp. 196-210. https://doi.org/10.1016/j.jecp.2019.01.010
Paired associate learning deficits in poor readers : The contribution of phonological input and output processes
Litt, Robin A., Wang, Hua-Chen, Sailah, Jessica, Badcock, N. A. and Castles, Anne. (2019). Paired associate learning deficits in poor readers : The contribution of phonological input and output processes. Quarterly Journal of Experimental Psychology. 72(3), pp. 616-633. https://doi.org/10.1177/1747021818762669
Orthographic learning in children who are deaf or hard of hearing
Wass, Malin, Ching, Teresa Y. C., Cupples, Linda, Wang, Hua-Chen, Lyxell, Björn, Martin, Louise, Button, Laura, Gunnourie, Miriam, Boisvert, Isabelle, McMahon, Catherine and Castles, Anne. (2019). Orthographic learning in children who are deaf or hard of hearing. Language, Speech and Hearing Services in Schools. 50(1), pp. 99-112. https://doi.org/10.1044/2018_LSHSS-17-0146
Orthographic processing and children's word reading
Deacon, S. Hélène, Pasquarella, Adrian, Marinus, Eva, Tims, Talisa and Castles, Anne. (2019). Orthographic processing and children's word reading. Applied Psycholinguistics. 40(2), pp. 509-534. https://doi.org/10.1017/S0142716418000681
Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese
Li, Luan, Wang, Hua-Chen, Castles, Anne, Hsieh, Miao-Ling and Marinus, Eva. (2018). Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese. Cognition. 176, pp. 184-194. https://doi.org/10.1016/j.cognition.2018.02.025
A computational model of the self-teaching hypothesis based on the dual-route cascaded model of reading
Pritchard, Stephen C., Coltheart, Max, Marinus, Eva and Castles, Anne. (2018). A computational model of the self-teaching hypothesis based on the dual-route cascaded model of reading. Cognitive Science. 42(3), pp. 722-770. https://doi.org/10.1111/cogs.12571
Taking the book from the bookshelf : Masked constituent priming effects from compound words and nonwords
Beyersmann, Elisabeth, Kezilas, Yvette, Coltheart, Max, Castles, Anne, Ziegler, Johannes C., Taft, Marcus and Grainger, Jonathan. (2018). Taking the book from the bookshelf : Masked constituent priming effects from compound words and nonwords. Journal of Cognition. 1(1), pp. 1-13. https://doi.org/10.5334/joc.11
Children reading spoken words : Interactions between vocabulary and orthographic expectancy
Wegener, Signy, Wang, Hua-Chen, de Lissa, Peter, Robidoux, Serje, Nation, Kate and Castles, Anne. (2018). Children reading spoken words : Interactions between vocabulary and orthographic expectancy. Developmental Science. 21(3), p. Article e12577. https://doi.org/10.1111/desc.12577
Phonics training for English-speaking poor readers (Review)
McArthur, Genevieve, Eve, Phillipa, Jones, Kristy, Banales, Erin, Kohnen, Saskia, Anandakumar, Thushara, Larsen, Linda, Marinus, Eva, Wang, Hua-Chen and Castles, Anne. (2018). Phonics training for English-speaking poor readers (Review). Cochrane Database of Systematic Reviews. 2018(11), p. Article CD009115. https://doi.org/10.1002/14651858.CD009115.pub3
Variations within a subtype : Developmental surface dyslexias in English
Kohnen, Saskia, Nickels, Lyndsey, Geigis, Leonie, Coltheart, Max, McArthur, Genevieve and Castles, Anne. (2018). Variations within a subtype : Developmental surface dyslexias in English. Cortex. 106, pp. 151-163. https://doi.org/10.1016/j.cortex.2018.04.008
Helping children with reading difficulties : Some things we have learned so far
McArthur, Genevieve and Castles, Anne. (2017). Helping children with reading difficulties : Some things we have learned so far. npj Science of Learning. 2(1), p. Article 7. https://doi.org/10.1038/s41539-017-0008-3
Low self-concept in poor readers : Prevalence, heterogeneity, and risk
McArthur, Genevieve, Castles, Anne, Kohnen, Saskia and Banales, Erin. (2016). Low self-concept in poor readers : Prevalence, heterogeneity, and risk. PeerJ. 2016(11), p. Article e2669. https://doi.org/10.7717/peerj.2669