PSYU2239 Lecture 13: Word Recognition and Reading

Visual Word Recognition

The ability to recognise written words through orthographic (spelling), phonological (sound), and semantic (meaning) processing, often without requiring spoken articulation.

Lexical Decision Task

A research method where participants judge whether a string of letters is a real word. Measures recognition speed and lexical access.

Naming Task

Participants read a word aloud as quickly as possible. Measuring speed of phonological retrieval.

Stroop Effect

Interference caused when the meaning of a word conflicts with the task (e.g., saying ink colour of "RED" printed in blue). Demonstrates automatic semantic and phonological access.

Homophone Interference Effect

Mistakenly identifying a homophone as a category member (e.g., “ROWS” mistaken for “ROSE” in a flower task). Phonological processing is automatic.

Masked Phonological Priming

Faster word recognition when preceded by phonologically similar, unconscious primes (e.g., “klip” → “CLIP”).

Word Superiority Effect

Letters are identified more accurately when embedded in real words (e.g., “A” in “TRAP” vs. “MRAU”). Top-down processing (perception guided by prior knowledge) from word-level units enhances letter recognition.

Interactive Activation Model

A connectionist model of reading (McClelland & Rumelhart, 1981) that includes feature, letter, and word levels with top-down and bottom-up activation and lateral inhibition. Explains: Word superiority and contextual effects.

Dual-Route Cascaded (DRC) Model

A model proposing two reading routes: 1. Lexical route (whole word) 2. Nonlexical route (grapheme–phoneme rules)
Applies to: Reading aloud and dyslexia patterns.

Connectionist Triangle Model

A distributed model where reading involves interactive processing among orthography, phonology, and semantics, without distinct routes.
Supports: Gradual skill development and effects of damage (e.g., surface dyslexia).

Surface Dyslexia

Impaired reading of irregular words due to overreliance on grapheme–phoneme conversion.
Example: Reading “PINT” as rhyming with “MINT”.

Phonological Dyslexia

Difficulty reading nonwords and unfamiliar words due to a breakdown in phonological processing.
Example: Trouble pronouncing “VIB” but can read “CAR”.

Deep Dyslexia

Severe dyslexia involving semantic errors, visual errors, and impaired nonword reading.
Example: Reading “TULIP” as “ROSE”.

Orthographic Depth

Degree of consistency between spelling and pronunciation in a language.

• Shallow (transparent): e.g., Spanish

• Deep (opaque): e.g., English

Saccades

Quick eye movements between fixations during reading (20–30 ms).
Note: No visual information is gathered during saccades.

Fixations

Pauses during which visual information is gathered (~250 ms).
Note: Reading comprehension occurs during fixations.

Parafoveal Preview

The use of peripheral vision to pre-process upcoming words during reading.
Importance: Speeds up processing and informs saccade planning.

Rapid Serial Visual Presentation (RSVP)

A method used in speed-reading apps (e.g., Spritz) that presents words one at a time.
Limitation: Hinders comprehension, regressions, and parafoveal preview.

Strong Phonology Hypothesis

The theory that phonological processing is a necessary and mandatory component of reading.
Support: Homophone interference, phonological priming.

Reading Comprehension Difficulty Factors

Text complexity, word predictability, word frequency, and syntactic complexity influence comprehension and eye movement patterns (fixation duration, regressions).