Learning Morphologically Complex Spoken Words: Orthographic Expectations of Embedded Stems Are Formed Prior to Print Exposure

Autor/inn/en	Beyersmann, Elisabeth; Wegener, Signy; Nation, Kate; Prokupzcuk, Ayako; Wang, Hua-Chen; Castles, Anne
Titel	Learning Morphologically Complex Spoken Words: Orthographic Expectations of Embedded Stems Are Formed Prior to Print Exposure
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 47 (2021) 1, S.87-98 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000808
Schlagwörter	Learning Processes; Morphology (Languages); Morphemes; Reading Processes; Prediction; Speech Communication; Written Language; Cognitive Mapping; Phonology; Oral Language; Test Items; Eye Movements; Spelling; Oral Reading; Tests; Learning Theories; Prior Learning; Foreign Countries; Reading Tests; College Students; Naming; Vocabulary Development; Reading Rate; Australia; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Morphology; Morphologie; Morphem; Leseprozess; Vorhersage; Geschriebene Sprache; Fonologie; Oral interpretation; Mündlicher Sprachgebrauch; Test content; Testaufgabe; Augenbewegung; Schreibweise; Oral work; Reading; Mündliche Übung; Lesen; Examination; Prüfung; Examen; Learning theory; Lerntheorie; Vorkenntnisse; Ausland; Lesetest; Collegestudent; Wortschatzarbeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Australien
Abstract	It is well known that information from spoken language is integrated into reading processes, but the nature of these links and how they are acquired is less well understood. Recent evidence has suggested that predictions about the written form of newly learned spoken words are already generated prior to print exposure. We extend this work to morphologically complex words and ask whether the information that is available in spoken words goes beyond the mappings between phonology and orthography. Adults were taught the oral form of a set of novel morphologically complex words (e.g., "neshing", "neshed", "neshes"), with a 2nd set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g., nesh), embedded in sentences, and their eye movements were monitored. Half of the stems were allocated a predictable and half an unpredictable spelling. Reading times were shorter for orally trained than untrained stems and for stems with predictable rather than unpredictable spellings. Crucially, there was an interaction between spelling predictability and training. This suggests that orthographic expectations of embedded stems are formed during spoken word learning. Reading aloud and spelling tests complemented the eye movement data, and findings are discussed in the context of theories of reading acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01