Word-initial letters influence fixation durations during fluent reading

Hand, C.J. , O'Donnell, P.J. and Sereno, S.C. (2012) Word-initial letters influence fixation durations during fluent reading. Frontiers in Psychology, 3, 85. (doi: 10.3389/fpsyg.2012.00085) (PMID:22485100) (PMCID:PMC3317262)

[img]
Preview
Text
69853.pdf

974kB

Abstract

The present study examined how word-initial letters influence lexical access during reading. Eye movements were monitored as participants read sentences containing target words. Three factors were independently manipulated. First, target words had either high or low constraining word-initial letter sequences (e.g., dwarf or clown, respectively). Second, targets were either high or low in frequency of occurrence (e.g., train or stain, respectively). Third, targets were embedded in either biasing or neutral contexts (i.e., targets were high or low in their predictability). This 2 (constraint) × 2 (frequency) × 2 (context) design allowed us to examine the conditions under which a word’s initial letter sequence could facilitate processing. Analyses of fixation duration data revealed significant main effects of constraint, frequency, and context. Moreover, in measures taken to reflect “early” lexical processing (i.e., first and single fixation duration), there was a significant interaction between constraint and context. The overall pattern of findings suggests lexical access is facilitated by highly constraining word-initial letters. Results are discussed in comparison to recent studies of lexical features involved in word recognition during reading.

Item Type:Articles
Additional Information:This Document is Protected by copyright and was first published by Frontiers. All rights reserved. It is reproduced with permission.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Sereno, Dr Sara and O'Donnell, Professor Patrick and Hand, Dr Christopher
Authors: Hand, C.J., O'Donnell, P.J., and Sereno, S.C.
College/School:College of Medical Veterinary and Life Sciences > Institute of Neuroscience and Psychology
College of Science and Engineering > School of Psychology
College of Social Sciences > School of Education
Journal Name:Frontiers in Psychology
Publisher:Frontiers Media
ISSN:1664-1078
ISSN (Online):1664-1078
Copyright Holders:Copyright © 2012 The Authors
First Published:First published in Frontiers in Psychology 3: 85
Publisher Policy:Reproduced with the permission of the authors

University Staff: Request a correction | Enlighten Editors: Update this record