The Effect of Homophone Training on Pseudohomophone Reaction Time
Abstract
The study investigated the effect of training with homophones on the
pseudohomophone effect when participants were required to search their
lexicon for a familiar letter string, this also investigated the ideas
put forward by the dual route model where orthographic and
phonological processes are both used in the analysis of word strings.
The design of the experiment was a between subjects forced choice
lexical decision task, where participants were shown two word strings
simultaneously and asked to respond as to which was a correct word.
Participants were students from the University of Nottingham split
into two different groups that were subject too different training
conditions. Stimuli were four letter single syllabale word strings
including homophones, regular words, non word strings, and
pseudohomophones as used in previous research by Underwood (1988). The
results obtained did not show a significant difference in reaction
times between the two conditions although further analysis did show
that the pseudohomophone effect was present. The study concludes that
although the results were not significant at a high confidence level
they are still positive in supporting the ideas of earlier studies
including the dual route model and the important roles of both
orthographic and phonological processes in word recognition.
Introduction
A pseudohomophone is a letter string that looks and sounds like a word
such as “Bild” (a non word that sounds like a real world, build). The
pseudohomophone effect says that it will take longer to distinguish
between a real word and a pseudohomophone than to distinguish between
a real word and a non word, such as “jate”, which is not a
pseudohomophone. Rubenstein et al (1971) presented participants with a
word that was either a non word, a pseudohomophone or a real world for
2 seconds and asked them to respond as to whether they had just seen a
real word or a non word. The results showed the pseudohomophone effect
and Rubenstein (1971) suggested that this occurrs because we use a
What processes are involved in the attending and understanding of information received on a daily basis?
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
The tube of light came back a couple of seconds after the first one was gone. When the third tube of light came down, Nancy was back downstairs to watch the strange phenomenon with Robbert. They went outside with flashlights to look at the field across t...
The goals previously mentioned were developed according to biological maturation and social interactionism theories. According to Norman Geschwind et. al., “language is a product of brain structures and functions which play a primary role in supporting language acquisition.” The fact that George’s grandfather reported that the mother would smoke and drink while pregnant may be the environmental factor of why George has a learning disability. According to the National Institute on Alcohol Abuse and Alcoholism, it is stated that when women drink while pregnant characteristics such as facial abnormalities, growth retardation, and brain damage, which is demonstrated by intellectual difficulties, can be seen in children. As for the biological maturation theory, it is stated that neuroscientists have added evidence that the cerebellum and thalamus play roles in language learning; therefore, George’s learning disability can be attributed to the environmental factors, the mother drinking and smoking while
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The more he went the less number of people was seen. The moment all witnesses were out of sight did the figure make their move.
the lights came on. Then we just sat their for a while and I saw a lot of
My assessment on this student were intended to focus on is age appropriate base on the Pre- School Common Core Phonemic Awareness as an emergent reading. In my assessment, the child will use prior knowledge on identify letters sounds, with recognizes and name at least all or some the letters. He could use his prior knowledge letters of his name and demonstrate his understanding how print is used and how print works. He can demonstrate his understanding informational from the text. This assessment will show if he could identify book, such as front, back, and story sequences. I could also recognize if he could understand how the events of the story relate with the character in the story. I will have used my assessment sheet with rhyming words to obverses his prior knowledge on rhyming words.
The voice is our primary mean of communication and expression. We rarely last more than a few minutes without its use whether it is talking to someone else or humming quietly to ourselves. We can use the voice artistically in many ways. For example, singing carries the rhythm and melody of speech. It creates patterns of pitch, loudness, and duration that tie together syllables, phrases and sentences. We use the voice for survival, emotion, expression, and to reflect our personality. The loss of the voice is a severe curtailment to many professions. It is affected by general body condition which is why we need to consider the location of the larynx and how that organ produces voice. Surprisingly, this complex biological design is mechanical in function. It is mechanical to the point that when it has been excised from a cadaver and mounted on a laboratory bench, the larynx produces sounds resembling normal phonation. (Titze, Principles)
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Auditory processing is the process of taking in sound through the ear and having it travel to the language portion of the brain to be interpreted. In simpler terms, “What the brain does with what the ear hears”(Katz and Wilde, 1994). Problems with auditory processing can affect a student’s ability to develop language skills and communicate effectively. “If the sounds of speech are not delivered to the language system accurately and quickly, then surely the language ability would be compromised” (Miller, 2011). There are many skills involved in auditory processing which are required for basic listening and communication processes. These include, sensation, discrimination, localization, auditory attention, auditory figure-ground, auditory discrimination, auditory closure, auditory synthesis, auditory analysis, auditory association, and auditory memory. (Florida Department of Education, 2001) A person can undergo a variety of problems if there is damage in auditory processing . An auditory decoding deficit is when the language dominant hemisphere does not function properly, which affects speech sound encoding. (ACENTA,2003) Some indicators of a person struggling with an auditory decoding deficit would be weakness in semantics, difficulty with reading and spelling, and frequently mishearing information. Another problem associated with auditory processing is binaural integration/separation deficit. This occurs in the corpus callosum and is a result of poor communication between the two hemispheres of the brain. (ACENTA,2003) A person with this will have difficulty performing tasks that require intersensory and/or multi-sensory communication. They may have trouble with reading, spelling, writi...
Speech sounds can be defined as those that belong to a language and convey meaning. While the distinction of such sounds from other auditory stimuli such as the slamming of a door comes easily, it is not immediately clear why this should be the case. It was initially thought that speech was processed in a phoneme-by-phoneme fashion; however, this theory became discredited due to the development of technology that produces spectrograms of speech. Research using spectrograms in an attempt to identify invariant features of formant frequency patterns for each phoneme have revealed several problems with this theory, including a lack of invariance in phoneme production, assimilation of phonemes, and the segmentation problem. An alternative theory was developed based on evidence of categorical perception of phonemes: Liberman’s Motor Theory of Speech Perception rests on the postulation that speech sounds are recognised through identification of how the sounds are produced. He proposed that as well as a general auditory processing module there is a separate module for speech recognition, which makes use of an internal model of articulatory gestures. However, while this theory initially appeared to account for some of the features of speech perception, it has since been subject to major criticism, and other models have been put forward, such as Massaro’s fuzzy logic model of perception.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
In this course we study both phonetics and phonology. Phonetics to improve the way we should spell the sounds, and in order to spell the correct sounds we should learn how to listen accurately. It’s also known as the study of language which contains 44 sounds and 26 letters. Phonology is to study the rules for combining phonemes and what happened due to this combination. Phonetics contains consonant, vowels & diphthongs. It’s also used in language and linguistics rules that specify how the phonemes are organized into syllables, words, and sentences to