Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Learning to assign lexical stress during reading aloud: Corpus, behavioral, and computational investigations
AU - Arciuli, Joanne
AU - Monaghan, Padraic
AU - Seva, Nada
PY - 2010/8
Y1 - 2010/8
N2 - Models of reading aloud have tended to focus on the mapping between graphemes and phonemes in monosyllables. Critical adaptations of these models are required when considering the reading of polysyllables, which constitute over 90% of word types in English. In this paper, we examined one such adaptation - the process of stress assignment in learning to read. We used a triangulation of corpus, behavioral, and computational modeling techniques. A corpus analysis of age-appropriate reading materials for children aged 5-12 years revealed that the beginnings and endings of English bisyllabic words are highly predictive of stress position, but that endings are more reliable cues in texts for older children. Children aged 5-12 years revealed sensitivity to both the beginnings and endings when reading nonwords, but older children relied more on endings for determining stress assignment. A computational model that learned to map orthography onto stress showed the same age-related trajectory as the children when assigning stress to nonwords. These results reflect the gradual process of learning the statistical properties of written input and provide key constraints for adequate models of reading aloud. Crown Copyright (C) 2010 Published by Elsevier Inc. All rights reserved.
AB - Models of reading aloud have tended to focus on the mapping between graphemes and phonemes in monosyllables. Critical adaptations of these models are required when considering the reading of polysyllables, which constitute over 90% of word types in English. In this paper, we examined one such adaptation - the process of stress assignment in learning to read. We used a triangulation of corpus, behavioral, and computational modeling techniques. A corpus analysis of age-appropriate reading materials for children aged 5-12 years revealed that the beginnings and endings of English bisyllabic words are highly predictive of stress position, but that endings are more reliable cues in texts for older children. Children aged 5-12 years revealed sensitivity to both the beginnings and endings when reading nonwords, but older children relied more on endings for determining stress assignment. A computational model that learned to map orthography onto stress showed the same age-related trajectory as the children when assigning stress to nonwords. These results reflect the gradual process of learning the statistical properties of written input and provide key constraints for adequate models of reading aloud. Crown Copyright (C) 2010 Published by Elsevier Inc. All rights reserved.
KW - Lexical stress
KW - Stress assignment
KW - Probabilistic cues
KW - Statistical learning
KW - Orthography
KW - Reading
KW - Reading aloud
KW - Reading acquisition
KW - Reading development
KW - Visual word recognition
KW - SPELLING-SOUND CONSISTENCY
KW - VISUAL WORD RECOGNITION
KW - DEVELOPMENTAL DYSLEXIA
KW - LANGUAGE IMPAIRMENT
KW - ORTHOGRAPHIC CUES
KW - ENGLISH
KW - MODEL
KW - SENSITIVITY
KW - CHILDREN
KW - GREEK
UR - http://www.scopus.com/inward/record.url?scp=77954213296&partnerID=8YFLogxK
U2 - 10.1016/j.jml.2010.03.005
DO - 10.1016/j.jml.2010.03.005
M3 - Journal article
VL - 63
SP - 180
EP - 196
JO - Journal of Memory and Language
JF - Journal of Memory and Language
SN - 0749-596X
IS - 2
ER -