Sources of Information for Stress Assignment in Reading Greek

Autor/inn/en	Protopapas, Athanassios; Gerakaki, Svetlana; Alexandri, Stella
Titel	Sources of Information for Stress Assignment in Reading Greek
Quelle	In: Applied Psycholinguistics, 28 (2007) 4, S.695-720 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716407070373
Schlagwörter	Short Term Memory; Word Recognition; Greek; Phonology; Language Processing; Distinctive Features (Language); Adults; Reading Processes; Visual Stimuli; Suprasegmentals + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Worterkennung; Grieche; Griechisch; Fonologie; Sprachverarbeitung; Leseprozess
Abstract	To assign lexical stress when reading, the Greek reader can potentially rely on lexical information (knowledge of the word), visual-orthographic information (processing of the written diacritic), or a default metrical strategy (penultimate stress pattern). Previous studies with secondary education children have shown strong lexical effects on stress assignment and have provided evidence for a default pattern. Here we report two experiments with adult readers, in which we disentangle and quantify the effects of these three potential sources using nonword materials. Stimuli either resembled or did not resemble real words, to manipulate availability of lexical information; and they were presented with or without a diacritic, in a word-congruent or word-incongruent position, to contrast the relative importance of the three sources. Dual-task conditions, in which cognitive load during nonword reading was increased with phonological retention carrying a metrical pattern different from the default, did not support the hypothesis that the default arises from cumulative lexical activation in working memory. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10