Consequences of Lexical Stress on Learning an Artificial Lexicon

Autor/inn/en	Creel, Sarah C.; Tanenhaus, Michael K.; Aslin, Richard N.
Titel	Consequences of Lexical Stress on Learning an Artificial Lexicon
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 32 (2006) 1, S.15-32 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Lexicology; Artificial Languages; Experiments; Suprasegmentals; Vowels; Word Recognition; Language Processing + Suchen Sie Ihr Suchwort? Lexikologie; Erprobung; Worterkennung; Sprachverarbeitung
Abstract	Four experiments examined effects of lexical stress on lexical access for recently learned words. Participants learned artificial lexicons (48 words) containing phonologically similar items and were tested on their knowledge in a 4-alternative forced-choice (4AFC) referent-selection task. Lexical stress differences did not reduce confusions between cohort items: KAdazu and kaDAzeI were confused with one another in a 4AFC task and in gaze fixations as often as BOsapeI and BOsapaI. However, lexical stress did affect the relative likelihood of stress-initial confusions when words were embedded in running nonsense speech. Words with medial stress, regardless of initial vowel quality, were more prone to confusions than words with initial stress. The authors concluded that noninitial stress, particularly when word segmentation is difficult, may serve as "noise" that alters lexical learning and lexical access. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10