Access the full text.
Sign up today, get DeepDyve free for 14 days.
J. Ziegler, U. Goswami (2005)
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.Psychological bulletin, 131 1
M. Harm, Mark Seidenberg (1999)
Phonology, reading acquisition, and dyslexia: insights from connectionist models.Psychological review, 106 3
P. Bisiacchi, M. Cendron, M. Gugliotta, Patrizio Tressoldi, C. Vio (2005)
BVN 5-11 Batteria di valutazione neuropsicologica per l’età evolutiva
R. Treiman, Brett Kessler, S. Bick (2002)
Context sensitivity in the spelling of English vowelsJournal of Memory and Language, 47
Simone Sulpizio, Lisa Arduino, Despina Paizi, C. Burani (2013)
Stress assignment in reading Italian polysyllabic pseudowords.Journal of experimental psychology. Learning, memory, and cognition, 39 1
J. Zevin, DavidA Balota (2000)
Priming and attentional control of lexical and sublexical pathways during naming.Journal of experimental psychology. Learning, memory, and cognition, 26 1
C. Perry, J. Ziegler, M. Zorzi (2007)
Nested incremental modeling in the development of computational theories: the CDP+ model of reading aloud.Psychological review, 114 2
D. Plaut, James McClelland, Mark Seidenberg, K. Patterson (1996)
Understanding normal and impaired word reading: computational principles in quasi-regular domains.Psychological review, 103 1
J. Arciuli, L. Cupples (2006)
The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlatesQuarterly Journal of Experimental Psychology, 59
K. Rastle, M. Coltheart (2000)
Lexical and Nonlexical Print-to-Sound Translation of Disyllabic Words and NonwordsJournal of Memory and Language, 42
C. Perry, J. Ziegler, M. Zorzi (2010)
Beyond single syllables: Large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) modelCognitive Psychology, 61
J. Zevin, Mark Seidenberg (2006)
Simulating consistency effects and individual differences in nonword naming: A comparison of current modelsJournal of Memory and Language, 54
M. Harm, Mark Seidenberg (2004)
Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes.Psychological review, 111 3
Michael Cortese, G. Simpson (2000)
Regularity effects in word naming: What are they?Memory & Cognition, 28
J. Arciuli, I. Simpson (2012)
Statistical Learning Is Related to Reading Ability in Children and AdultsCognitive science, 36 2
(1996)
Statistical learning by 8-month-olds
J. Arciuli, I. Simpson (2011)
Statistical learning in typically developing children: the role of age and speed of stimulus presentation.Developmental science, 14 3
Stress priming and statistical learning 943
Mark Seidenberg, James McClelland (1989)
A distributed, developmental model of word recognition and naming.Psychological review, 96 4
(2005)
CoLFIS. Corpus and Frequency Lexicon of Written Italian. http://www.istc.cnr.it/ grouppage/colfisEng
J. Arciuli, P. Monaghan, N. Seva (2010)
Learning to Assign Lexical Stress during Reading Aloud: Corpus, Behavioral, and Computational Investigations.Journal of Memory and Language, 63
C. Burani, Stefania Marcolini, M. Luca, P. Zoccolotti (2008)
Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readersCognition, 108
R. Treiman, Brett Kessler (2006)
Spelling as Statistical Learning: Using Consonantal Context to Spell VowelsJournal of Educational Psychology, 98
C. Burani, Lisa Arduino (2004)
Stress regularity or consistency? Reading aloud Italian polysyllables with different stress patternsBrain and Language, 90
Patrick Brown, S. Lupker, L. Colombo (1994)
Interacting sources of information in word naming: a study of individual differencesJournal of Experimental Psychology: Human Perception and Performance, 20
Simone Sulpizio, L. Colombo (2013)
Lexical Stress, Frequency, and Stress Neighbourhood Effects in the Early Stages of Italian Reading DevelopmentQuarterly Journal of Experimental Psychology, 66
Simone Sulpizio, R. Job, C. Burani (2012)
Priming lexical stress in reading Italian aloudLanguage and Cognitive Processes, 27
Lisa Arduino, C. Burani (2004)
Neighborhood Effects on Nonword Visual Processing in a Language with Shallow OrthographyJournal of Psycholinguistic Research, 33
Stefania Marcolini, C. Burani, L. Colombo (2009)
Lexical effects on children’s pseudoword reading in a transparent orthographyReading and Writing, 22
Athanassios Protopapas, Svetlana Gerakaki, Stella Alexandri (2006)
Lexical and Default Stress Assignment in Reading Greek.Journal of Research in Reading, 29
M. Coltheart, B. Curtis, Paul Atkins, Micheal Haller (1993)
Models of reading aloud: Dual-route and parallel-distributed-processing approaches.Psychological Review, 100
M. Zorzi, G. Houghton, B. Butterworth (1998)
Two routes or one in reading aloud? A connectionist dual-process model.Journal of Experimental Psychology: Human Perception and Performance, 24
G. Pagliuca, P. Monaghan (2009)
Discovering large grain-sizes in a transparent orthography : insights from a connectionist model of reading
M. Coltheart, K. Rastle, C. Perry, R. Langdon, J. Ziegler (2001)
DRC: a dual route cascaded model of visual word recognition and reading aloud.Psychological review, 108 1
L. Colombo (1992)
Lexical stress effect and its interaction with frequency in word pronunciationJournal of Experimental Psychology: Human Perception and Performance, 18
Athanassios Protopapas, Svetlana Gerakaki (2009)
Development of Processing Stress Diacritics in Reading GreekScientific Studies of Reading, 13
R. Treiman, Brett Kessler, J. Zevin, S. Bick, M. Davis (2006)
Influence of consonantal context on the reading of vowels: evidence from children.Journal of experimental child psychology, 93 1
G Pagliuca, P Monaghan (2010)
Discovering large grain-sizes in a transparent orthography: Insights from a connectionist model of reading aloud for ItalianEuropean Journal of Cognitive Psychology, 22
N. Seva, P. Monaghan, J. Arciuli (2009)
Stressing what is important: Orthographic cues and lexical stress assignmentJournal of Neurolinguistics, 22
L. Colombo, J. Zevin (2009)
Stress Priming in Reading and the Selective Modulation of Lexical and Sub-Lexical PathwaysPLoS ONE, 4
S. Monsell, M. Doyle, P. Haggard (1989)
Effects of frequency on visual word recognition tasks: where are they?Journal of experimental psychology. General, 118 1
Italian has regular spelling-sound correspondences; however, assignment of lexical stress is unpredictable. Sensitivity to stress neighborhood information was investigated by constructing three types of three-syllabic nonwords: nonwords with word-endings characterized by a strong neighborhood of dominant stress words (dominant), nonwords with word-endings characterized by a strong neighborhood of non-dominant stress words (non-dominant), and nonwords with word-endings characterized by weak and/or inconsistent stress neighborhoods (ambivalent). Examples of these three types of nonwords were used as targets in a priming experiment. Examples of two of these types of nonwords (dominant and non-dominant) were used as primes. Adults (Experiment 1) and second and fourth-grade children (Experiment 2) were tested in a reading aloud task, and percentage of responses with dominant stress was measured. Children were sensitive to item-specific stress neighborhood information, but less so than adults. Children demonstrated more marked effects of dominant stress, effects that appear to decrease with age. Children also showed smaller effects of prosodic priming compared to adults. The results are in line with a statistical approach to learning.
Reading and Writing – Springer Journals
Published: Sep 1, 2013
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.