The role of phonology during visual word learning in adults: An integrative review
Tóm tắt
Throughout their lifetime, adults learn new words in their native lannguage, and potentially also in a second language. However, they do so with variable levels of success. In the auditory word learning literature, some of this variability has been attributed to phonological skills, including decoding and phonological short-term memory. Here I examine how the relationship between phonological skills and word learning applies to the visual modality. I define the availability of phonology in terms of (1) the extent to which it is biased by the learning environment, (2) the characteristics of the words to be learned, and (3) individual differences in phonological skills. Across these three areas of research, visual word learning improves when phonology is made more available to adult learners, suggesting that phonology can facilitate learning across modalities. However, the facilitation is largely specific to alphabetic languages, which have predictable sublexical correspondences between orthography and phonology. Therefore, I propose that phonology bootstraps visual word learning by providing a secondary code that constrains and refines developing orthographic representations.
Tài liệu tham khảo
Andrews, S., & Hersch, J. (2010). Lexical precision in skilled readers: Individual differences in masked neighbor priming. Journal of Experimental Psychology, 139, 299–318. https://doi.org/10.1037/a0018366
Andrews, S., & Lo, S. (2012). Not all skilled readers have cracked the code: Individual differences in masked form priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 152–163. https://doi.org/10.1037/a0024953
Angwin, A. J., Phua, B., & Copland, D. A. (2014). Using semantics to enhance new word learning: An ERP investigation. Neuropsychologia, 59, 169–178. https://doi.org/10.1016/j.neuropsychologia.2014.05.002
Atkins, P. W. B., & Baddeley, A. D. (1998). Working memory and distributed vocabulary learning. Applied Psycholinguistics, 19, 537–552. https://doi.org/10.1017/S0142716400010353
Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158–173. https://doi.org/10.1037/0033-295X.105.1.158
Barcroft, J., & Sunderman, G. (2008). Learning new words for objects and nonobjects: Theoretical and methodological implications. Mental Lexicon, 3, 325–348. https://doi.org/10.1075/ml.3.3.05bar
Bartolotti, J., & Marian, V. (2017). Orthographic knowledge and lexical form influence vocabulary learning. Applied Psycholinguistics, 38, 427–456. https://doi.org/10.1017/S0142716416000242
Bartolotti, J., & Marian, V. (2019). Learning and processing of orthography-to-phonology mappings in a third language. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2017.1423073
Blau, V., van Atteveldt, N., Ekkebus, M., Goebel, R., & Blomert, L. (2009). Reduced neural integration for letters and speech sounds links phonological and reading deficits in adult dyslexia. Current Biology, 19, 503–508. https://doi.org/10.1016/j.cub.2009.01.065
Brennan, C., & Booth, J. R. (2015). Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed, and early decoding skill in adult L2 learners. Reading and Writing, 28, 917–938. https://doi.org/10.1007/s11145-015-9555-2
Brusnighan, S. M., Morris, R. K., Folk, J. R., & Lowell, R. (2014). The role of phonology in incidental vocabulary acquisition during silent reading. Journal of Cognitive Psychology, 26, 871–892. https://doi.org/10.1080/20445911.2014.965713
Burt, J. S., & Blackwell, P. (2008). Sound–spelling consistency in adult’ orthographic learning. Journal of Research in Reading, 31, 77–96. https://doi.org/10.1111/j.1467-9817.2007.00362.x
Burt, J. S., & Butterworth, P. (1996). Spelling in adults: Orthographic transparency, learning new letter strings and reading accuracy. European Journal of Cognitive Psychology, 8, 3–43. https://doi.org/10.1080/095414496383194
Cao, F., Sussman, B. L., Rios, V., Yan, X., Wang, Z., Spray, G. J., & Mack, R. M. (2017). Different mechanisms in learning different second languages: Evidence from English speakers learning Chinese and Spanish. NeuroImage, 148, 284–295. https://doi.org/10.1016/j.neuroimage.2017.01.042
Chalmers, K. A., & Burt, J. S. (2008). Phonological and semantic information in adults’ orthographic learning. Acta Psychologica, 128, 162–175. https://doi.org/10.1016/j.actpsy.2007.12.003
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256. https://doi.org/10.1037/0033-295X.108.1.204
de Jong, P. F., Seveke, M.-J., & van Veen, M. (2000). Phonological sensitivity and the acquisition of new words in children. Journal of Experimental Child Psychology, 76, 275–301. https://doi.org/10.1006/jecp.1999.2549
Di Betta, A. M., & Romani, C. (2006). Lexical learning with dysgraphia in a group of adults with developmental dyslexia. Cognitive Neuropsychology, 23, 376–400. https://doi.org/10.1080/02643290442000545
Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107–143). London, UK: Taylor & Francis.
Fariña, N., Duñabeitia, J. A., & Carreiras, M. (2017). Phonological and orthographic coding in deaf skilled readers. Cognition, 168, 27–33. https://doi.org/10.1016/j.cognition.2017.06.015
Grainger, J. (2008). Cracking the orthographic code: An introduction. Language and Cognitive Processes, 23, 1–35. https://doi.org/10.1080/01690960701578013
Grainger, J., & Holcomb, P. J. (2009). Watching the word go by: On the time-course of component processes in visual word recognition. Language and Linguistics Compass, 3, 128—156. https://doi.org/10.1111/j.1749-818X.2008.00121.x
Grainger, J., Kiyonaga, K., & Holcomb, P. J. (2006). The time course of orthographic and phonological code activation. Psychological Science, 17, 1021–1026. https://doi.org/10.1111/j.1467-9280.2006.01821.x
Grainger, J., & Ziegler, J. (2011). A dual-route approach to orthographic processing. Frontiers in Psychology, 2, 54:1–13. https://doi.org/10.3389/fpsyg.2011.00054
Guan, C. Q., Liu, Y., Chan, D. H. L., Ye, F., & Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103, 509–522. https://doi.org/10.1037/a0023730
Guan, C. Q., Perfetti, C. A., & Meng, W. (2015). Writing quality predicts Chinese learning. Reading and Writing, 28, 763–795. https://doi.org/10.1007/s11145-015-9549-0
Gupta, P. (2003). Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. Quarterly Journal of Experimental Psychology, 56, 1213–1236. https://doi.org/10.1080/02724980343000071
Hamada, M., & Koda, K. (2008). Influence of first language orthographic experience on second language decoding and word learning. Language Learning, 58, 1–31. https://doi.org/10.1111/j.1467-9922.2007.00433.x
Hanson, V. L., & McGarr, N. S. (1989). Rhyme generation by deaf adults. Journal of Speech, Language, and Hearing Research, 32, 2–11.
Howland, K. A., & Liederman, J. (2013). Beyond decoding: Adults with dyslexia have trouble forming unified lexical representations across pseudoword learning episodes. Journal of Speech, Language, and Hearing Research, 56, 1009–1022. https://doi.org/10.1044/1092-4388(2012/11-0252)
Hummel, K. M., & French, L. M. (2016). Phonological memory and aptitude components: Contributions to second language proficiency. Learning and Individual Differences, 51, 249–255. https://doi.org/10.1016/j.lindif.2016.08.016
Kaushanskaya, M., & Yoo, J. (2011). Rehearsal effects in adult word learning. Language and Cognitive Processes, 26, 121–148. https://doi.org/10.1080/01690965.2010.486579
Kwok, R. K. W., & Ellis, A. W. (2014). Visual word learning in adults with dyslexia. Frontiers in Human Neuroscience, 8, 264:1–12. https://doi.org/10.3389/fnhum.2014.00264
Lagarrigue, A., Longcamp, M., Anton, J.-L., Nazarian, B., Prévot, L., Velay, J.-L., . . . Frenck-Mestre, C. (2017). Activation of writing-specific brain regions when reading Chinese as a second language: Effects of training modality and transfer to novel characters. Neuropsychologia, 97, 83–97. https://doi.org/10.1016/j.neuropsychologia.2017.01.026
MacSweeney, M., Goswami, U., & Neville, H. J. (2013). The neurobiology of rhyme judgment by deaf and hearing adults: An ERP study. Journal of Cognitive Neuroscience, 25, 1037–1048. https://doi.org/10.1162/jocn_a_00373
Majerus, S., Poncelet, M., Elsen, B., & Van Der Linden, M. (2006). Exploring the relationship between new word learning and short-term memory for serial order recall, item recall, and item recognition. European Journal of Cognitive Psychology, 18, 848–873. https://doi.org/10.1080/09541440500446476
Martin, K. I., & Ellis, N. C. (2012). The roles of phonological short-term memory and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34, 379–413. https://doi.org/10.1017/S0272263112000125
McKague, M., Davis, C., Pratt, C., & Johnston, M. B. (2008). The role of feedback from phonology to orthography in orthographic learning: An extension of item-based accounts. Journal of Research in Reading, 31, 55–76. https://doi.org/10.1111/j.1467-9817.2007.00361.x
McKay, A., Davis, C., Savage, G., & Castles, A. (2008). Semantic involvement in reading aloud: Evidence from a nonword training study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1495–1517. https://doi.org/10.1037/a0013357
Meade, G., Grainger, J., Midgley, K. J., Emmorey, K., & Holcomb, P. J. (2018). From sublexical facilitation to lexical competition: ERP effects of masked neighbor priming. Brain Research, 1685, 29–41. https://doi.org/10.1016/j.brainres.2018.01.029
Meade, G., Midgley, K. J., Dijkstra, T., & Holcomb, P. J. (2018). Cross-language neighborhood effects in learners indicative of an integrated lexicon. Journal of Cognitive Neuroscience, 30, 70–85. https://doi.org/10.1162/jocn_a_01184
Meade, G., Grainger, J., Midgley, K. J., Holcomb, P. J., & Emmorey, K. (2019). ERP effects of masked orthographic neighbor priming in deaf readers. Language, Cognition and Neuroscience, 34(8), 1016–1026. https://doi.org/10.1080/23273798.2019.1614201
Meschyan, G., & Hernandez, A. E. (2002). Age of acquisition and word frequency: Determinants of object-naming speed and accuracy. Memory & Cognition, 30, 262–269. https://doi.org/10.3758/BF03195287
Mori, Y. (1998). Effects of first language and phonological accessibility on Kanji recognition. Modern Language Journal, 82, 69–82. https://doi.org/10.1111/j.1540-4781.1998.tb02595.x
O’Brien, I., Segalowitz, N. S., Freed, B. F., & Collentine, J. (2007). Phonological memory predicts second language oral fluency gains in adults. Studies in Second Language Acquisition, 29, 557–581. https://doi.org/10.1017/S027226310707043X
Ocal, T., & Ehri, L. C. (2017). Spelling ability in college students predicted by decoding, print exposure, and vocabulary. Journal of College Reading and Learning, 47, 58–74. https://doi.org/10.1080/10790195.2016.1219242
Papagno, C., Valentine, T., & Baddeley, A. D. (1991). Phonological short-term memory and foreign-language vocabulary learning. Journal of Memory and Language, 30, 331–347. https://doi.org/10.1016/0749-596X(91)90040-Q
Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145–174). Hillsdale, NJ: Erlbaum.
Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. https://doi.org/10.1080/10888430701530730
Perry, C., Ziegler, J., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud. Psychological Review, 114, 273–315. https://doi.org/10.1037/0033-295X.114.2.273
Pitchford, N., Ledgeway, T., & Masterson, J. (2009). Reduced orthographic learning in dyslexic adult readers: Evidence from patterns of letter search. Quarterly Journal of Experimental Psychology, 62, 99–113. https://doi.org/10.1080/17470210701823023
Ramscar, M., Hendrix, P., Shaoul, C., Milin, P., & Baayen, H. (2014). The myth of cognitive decline: Non-linear dynamics of lifelong learning. Topics in Cognitive Science, 6, 5–42. https://doi.org/10.1111/tops.12078
Rastle, K., & Brysbaert, M. (2006). Masked phonological priming effects in English: Are they real? Do they matter? Cognitive Psychology, 53, 97–145.
Ricketts, J., Nation, K., & Bishop, D. V. M. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11, 235–257. https://doi.org/10.1080/10888430701344306
Samara, A., & Caravolas, M. (2017). Artificial grammar learning in dyslexic and non-dyslexic adults: Implications for orthographic learning. Scientific Studies of Reading, 21, 76–97. https://doi.org/10.1080/10888438.2016.1262865
Sandak, R., Mencl, W. E., Frost, S. J., Rueckl, J. G., Katz, L., Moore, D. L., . . . Pugh, K. R. (2004). The neurobiology of adaptive learning in reading: A contrast of different training conditions. Cognitive, Affective, & Behavioral Neuroscience, 4, 67–88. https://doi.org/10.3758/CABN.4.1.67
Service, E., & Kohonen, V. (1995). Is the relation between phonological memory and form learning accounted for by vocabulary acquisition? Applied Psycholinguistics, 16, 155–172. https://doi.org/10.1017/S0142716400007062
Share, D. L. (1995). Phonological recoding and self teaching: Sine qua non of reading acquisition. Cognition, 55, 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teachinng hypothesis. Journal of Experimental Child Psychology, 72, 95–129. https://doi.org/10.1006/jecp.1998.2481
Share, D. L. (2008). Orthographic learning, phonological recoding, and self-teaching. Advances in Child Development and Behavior, 36, 31–82. https://doi.org/10.1016/S0065-2407(08)00002-5
Snowling, M. J., Nation, K., Moxham, P., Gallagher, A., & Frith, U. (1997). Phonological processing skills of dyslexia students in higher education: A preliminary report. Journal of Research in Reading, 20, 31–41. https://doi.org/10.1111/1467-9817.00018
Sparks, R. L., Ganschow, L., Patton, J., Artzer, M., Siebenhar, D., & Plageman, M. (1997). Prediction of foreign language proficiency. Journal of Educational Psychology, 89, 549–561. https://doi.org/10.1037/0022-0663.89.3.549
Sparks, R. L., Patton, J., Ganschow, L., Humbach, N., & Javorsky, J. (2006). Native language predictors of foreign language proficiency and foreign language aptitude. Annals of Dyslexia, 56, 129–160. https://doi.org/10.1007/s11881-006-0006-2
Sprenger-Charolles, L., Siegel, L. S., Béchennec, D., & Serniclaes, W. (2003). Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study. Journal of Experimental Child Psychology, 84, 194–217. https://doi.org/10.1016/S0022-0965(03)00024-9
Taylor, J. S. H., Davis, M. H., & Rastle, K. (2017). Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography. Journal of Experimental Psychology: General, 146, 826–858. https://doi.org/10.1037/xge0000301
Taylor, J. S. H., Plunkett, K., & Nation, K. (2011). The influence of consistency, frequency, and semantics on learning to read: An artificial orthography paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 60–76. https://doi.org/10.1037/a0020126
Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364–370. https://doi.org/10.1037/0022-0663.84.3.364
Treiman, R., Kessler, B., & Bick, S. (2003). Influence of consonantal context on the pronunciation of vowels: A comparison of human readers and computational models. Cognition, 88, 49–78. https://doi.org/10.1016/S0010-0277(03)00003-9
Treutlein, A., Schöler, H., & Landerl, K. (2017). Recoding strategies of German learners of English as a foreign language. Reading and Writing, 30, 1215–1230. https://doi.org/10.1007/s11145-016-9719-8
Verhaeghen, P. (2003). Aging and vocabulary score: A meta-analysis. Psychology and Aging, 18, 332–339. https://doi.org/10.1037/0882-7974.18.2.332
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing (CTOPP). Austin, TX: PRO-ED.
Wang, M., Koda, K., & Perfetti, C. A. (2003). Alphabetic and non-alphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition, 87, 129–149. https://doi.org/10.1016/s0010-0277(02)00232-9
Weekes, B. S. (2018). Learning written word vocabulary in a second language: Theoretical and practical implications. Bilingualism: Language and Cognition, 21, 585–597. https://doi.org/10.1017/S1366728917000141
Yum, Y. N. (2013). An ERP study on adult second language word learning (Unpublished doctoral dissertation). Tufts University, Medford, MA.