Table Of ContentVisual Word Recognition
Word recognition is the component of reading which involves the identifi cation
of individual words. Together the two volumes of Visual Word Recognition
offer a state-of-the-art overview of contemporary research from leading fi gures
in the fi eld.
This second volume examines how research on word recognition has been
linked to the study of concepts and meaning, such as how morphemes affect word
recognition, how the meaning of words affects their processing and the effect of
priming on the processing of words.
The book also discusses eye-movement research, the reading of whole
sentences and passages, how bilinguals recognize words in different languages,
individual differences in visual word recognition, and the development of visual
word recognition and diffi culties in developmental dyslexia.
The two volumes serve as a state-of-the-art, comprehensive overview of the
fi eld. They are essential reading for researchers of visual word recognition, and
students on undergraduate and postgraduate courses in cognition and cognitive
psychology, specifi cally the psychology of language and reading. They will also
be of use to those working in education and speech-language therapy.
James S. Adelman fi rst became involved in visual word recognition research
whilst reading for a degree in Mathematics and Psychology at the University of
Liverpool. From there, he went on to complete a PhD and various externally
funded research projects at the University of Warwick, where he has been an
Assistant Professor since 2010.
Current Issues in the Psychology of Language
Series Editor: Trevor A. Harley
Current Issues in the Psychology of Language is a series of edited books that will
refl ect the state-of-the-art in areas of current and emerging interest in the psycho-
logical study of language.
Each volume is tightly focused on a particular topic and consists of seven to
ten chapters contributed by international experts. The editors of individual
volumes are leading fi gures in their areas and provide an introductory overview.
Example topics include: language development, bilingualism and second
language acquisition, word recognition, word meaning, text processing, the
neuroscience of language, and language production, as well as the inter-relations
between these topics.
Visual Word Recognition Volume 1
Edited by James S. Adelman
Visual Word Recognition Volume 2
Edited by James S. Adelman
Forthcoming Titles:
Sentence Processing
Edited by Roger van Gompel
Visual Word Recognition
Volume 2
Meaning and context, individuals
and development
Edited by
James S. Adelman
First edition published 2012
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© 2012 Psychology Press
The right of the editor to be identifi ed as the author of the editorial material,
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All rights reserved. No part of this book may be reprinted or reproduced or
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Visual word recognition: Models and methods, orthography and phonology /
Edited by James S. Adelman, University of Warwick.
pages cm
Includes bibliographical references and index.
ISBN 978-1-84872-058-9 (hb)
1. Word recognition. I. Adelman, James S.
LB1050.44.V57 2012
372.46'2—dc23 2012000617
ISBN13: 978-1-84872-059-6 (hbk)
ISBN13: 978-0-20310-697-6 (ebk)
Typeset in Times New Roman
by Cenveo Publisher Services
Contents
List of Figures vii
List of Tables ix
List of Contributors x
Acknowledgments xii
Introduction 1
JAMES S. ADELMAN
1 Morphological processing: A comparison of graded
and categorical accounts 3
LAURIE BETH FELDMAN AND KATHERINE WEBER
2 Meaning-based infl uences on visual word recognition 24
PENNY M. PEXMAN
3 Lexical priming: Associative, semantic, and thematic infl uences
on word recognition 44
LARA L. JONES AND ZACHARY ESTES
4 Eye movements and word recognition during reading 73
ELIZABETH R. SCHOTTER AND KEITH RAYNER
5 Analysing large datasets of eye movements during reading 102
JULIAN HEISTER, KAY-MICHAEL WÜRZNER,
AND REINHOLD KLIEGL
6 Bilingual visual word recognition in sentence context 131
ANA I. SCHWARTZ AND JANET G. VAN HELL
vi Contents
7 Individual differences in skilled visual word recognition
and reading: The role of lexical quality 151
SALLY ANDREWS
8 Orthographic learning and the development of visual
word recognition 173
NICOLA A. MCCLUNG, COLLEEN R. O'DONNELL,
AND ANNE E. CUNNINGHAM
9 How visual word recognition is affected
by developmental dyslexia 196
YUSRA AHMED, RICHARD K. WAGNER,
AND PATRICIA THATCHER KANTOR
10 Biological-level account of developmental dyslexia 216
JOHN F. STEIN
Author Index 245
Subject Index 248
List of Figures
5.1 Different patterns of three successive fi xations. N = 211 972
fi xations ( • ) classifi ed. Fixations are classifi ed by forward/
backward movements including skippings (rows) and single,
fi rst, and second fi xations (columns). Vertical lines represent
word boundaries, dashed lines indicate skippings. The LMM-model
(see Appendix 5.A) includes a subset (namely fi rstpass) of fi xations
in the highlighted panels. N = 11 127 (5% ) fi xations unclassifi ed. 104
5.2 Distributed processing framework for possible infl uences on single-
fi xation duration ( • ) on word N; arrows represent possible
incoming (left) or outgoing (right) saccades (i.e., word N−1
and word N+1 are fi xated or skipped). Infl uences of length,
frequency (Freq), and predictability (Pred) of word N−2, N−1,
N, N+1, and N+2 ( … ) = additional predictors. Vertical
lines represent word boundaries. 105
5.3 (top) Effects of frequency of word N−1, word N, and word N+1
on singlefi xation duration on word N based on data from PSC I
(fi rst set of 144 sentences; 273 readers). (bottom) As (top), but
based on data from PSC II (second set of 144 sentences;
149 readers). Lines are third-order polynomials. 108
5.4 Dependent variable: Single-fi xation durations on word N.
Independent variables: Log type frequency of word N–2,
word N−1, word N, word N+1, and word N+2 (columns)
conditional on whether word N−1 and word N+1 were fi xated
(top row) or skipped (other rows). Lines are third-order
polynomials. All fi ts are for the subset of fi xations in the
respective panel. Fixations after skipping word N−1 and
before skipping word N+1 (9%) enter both skipping
conditions. This results in a total of 110% fi xations
entering the plot. 117
5.5 Dependent variable: Single-fi xation durations on word N.
Independent variables: Logit predictability of word N−2,
word N−1, word N, word N+1, and word N+2 (columns)
conditional on whether word N−1 and word N+1 were fi xated
viii List of Figures
(top row) or skipped (other rows). All lines are linear trends for
the respective subset of fi xations in the panel. Fixations after
skipping word N−1 and before skipping word N+1 (9%)
enter both skipping conditions. This results in a total of 110%
fi xations entering the plot. 118
7.1 Average priming effects for above average (Good) and below
average (Poor) spellers for High-N and Low-N target words
preceded by 1-letter different neighbour primes. Positive values
indicate that neighbour primes yielded facilitation relative to
unrelated primes. Adapted from Andrews, S. and Hersch, J.
(2010). Lexical precision in skilled readers: Individual differences
in masked neighbor priming. Adapted with permission from
Journal of Experimental Psychology: General, 139 , 299–318,
published by American Psychological Association . 164
7.2 Average priming effects for above average (Good) and below
average (Poor) spellers for target words preceded by Unambiguous
or Ambiguous partial primes (see text for explanation) or 1-letter
different word Neighbour primes. Positive values indicate that
related primes yielded facilitatory priming relative to unrelated
primes. Adapted from Andrews, S. and Hersch, J. (2010). Lexical
precision in skilled readers: Individual differences in masked
neighbor priming. Adapted with permission from Journal of
Experimental Psychology: General, 139, 299–318, published
by American Psychological Association. 164
List of Tables
3.1 Theoretical dimensions and major models of lexical priming 50
5.A.1 Linear mixed model results, estimated with lmer
(Bates and Maechler, 2010) 128
7.1 Mean, standard deviation and range on measures of written
language profi ciency and lexical decision performance from
Andrews and Hersch (in press) 152
9.1 Phonemes of Midwestern American English 201
