Effects of orthography on speech production in a form-preparation paradigm
Section snippets
Participants
Twenty-four undergraduate students at the University of Bristol participated in this experiment for course credit. All were native speakers and had normal or corrected-to-normal vision.
Materials and design
The independent variable in this experiment was type of context, with the three levels: homogeneous (all responses share the initial sound and spelling), heterogeneous (responses share neither initial sound nor spelling), and inconsistent (responses share initial sound, but differ in spelling). Materials were
Participants
Twenty-four undergraduate students at the University of Bristol, none of whom had been in Experiment 1, participated in this experiment for course credit. All were native speakers of English and had normal or corrected-to-normal vision.
Materials, design, and apparatus
A new set of 12 bi-syllabic nouns was selected from the CELEX database. Ideally, it would be desirable to employ different segmental contrasts from those used in the experiments above; however, word-initial spelling inconsistencies in the English language are not
Participants
Twenty-four undergraduate students at the University of Bristol, none of whom had been in the first two experiments, participated in this experiment for course credit. All were native speakers and had normal or corrected-to-normal vision.
Materials, design, and apparatus
These were identical to Experiment 1. However, prompt words were recorded by a male speaker and digitized with a sampling frequency of 16 kHz. Within the experimental blocks, prompts were presented to participants at a comfortable volume level over Sennheiser
Participants
Twenty-four undergraduate students at the University of Bristol, none of whom had been in the first three experiments, participated in this experiment for course credit. All were native speakers and had normal or corrected-to-normal vision.
Materials
A new set of 12 bi-syllabic nouns was selected from the CELEX database, which consisted of subsets of words that shared the same initial letter, but differed in their first phonological segment. The initial letters “c” (which can be pronounced /k/ or /s/) and
General discussion
Four experiments using a form-preparation paradigm demonstrated effects of orthography in speech production: the response time benefit deriving from a word-initial segmental overlap (originally demonstrated by Meyer, 1990, Meyer, 1991, and replicated here) is disrupted if words within a block have the same initial segment, but this segment is spelled in more than one way. At the same time, overlapping spelling, but mismatching initial segments are not enough to generate the effect. The study
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