Embedded stems as a bootstrapping mechanism for morphological parsing during reading development - Archive ouverte HAL Access content directly
Journal Articles Journal of Experimental Child Psychology Year : 2019

Embedded stems as a bootstrapping mechanism for morphological parsing during reading development

(1) , (2, 1) , (3)
1
2
3

Abstract

The aim of the current research was to test the hypothesis that the activation of embedded words (e.g., the farm in farmhouse) is the starting point for the development of an abstract morphological parsing system in children's reading. To test this hypothesis, we examined the developmental trajectory of compound priming effects in third-and fifth-grade primary school children, high school students, and adults. Both children and adults participated in a masked priming lexical decision study comparing transparent compound (farmhouse-farm), opaque compound (butterfly-butter), and noncompound (sandwich-sand) word priming effects measured relative to an unrelated control. The results showed significant and equal priming effects in the two compound conditions but not in the noncompound priming condition. This robust pattern was clearly and unequivocally observed across all groups of participants. Our data suggest that even the youngest readers have already acquired the ability to rapidly and automatically identify embedded stems and are sensitive to the overall structure of compound words (full decomposition). We conclude that the activation of embedded stems provides a critical starting point in children's use of morphological information when learning to read.
Fichier principal
Vignette du fichier
Beyersmann&al-JECP-2019.pdf (548.68 Ko) Télécharger le fichier
Origin : Publication funded by an institution
Loading...

Dates and versions

hal-02138866 , version 1 (24-05-2019)

Licence

Attribution - NonCommercial - ShareAlike - CC BY 4.0

Identifiers

Cite

Elisabeth Beyersmann, Jonathan Grainger, Anne Castles. Embedded stems as a bootstrapping mechanism for morphological parsing during reading development. Journal of Experimental Child Psychology, 2019, 182, pp.196-210. ⟨10.1016/j.jecp.2019.01.010⟩. ⟨hal-02138866⟩
98 View
98 Download

Altmetric

Share

Gmail Facebook Twitter LinkedIn More