Titre :

Effects of reading proficiency on embedded stem priming in primary school children

Auteur(s) :

Beyersmann, Elisabeth [Auteur]
Laboratoire de psychologie cognitive [LPC]
Grainger, Jonathan [Auteur]
Laboratoire de psychologie cognitive [LPC]
Casalis, Severine [Auteur]
Unité de Recherche en Sciences Cognitives et Affectives [URECA]
Ziegler, Johannes C [Auteur]
Laboratoire de psychologie cognitive [LPC]

Titre de la revue :

Journal of Experimental Child Psychology

Nom court de la revue :

J Exp Child Psychol

Numéro :

139

Pagination :

115-126

Éditeur :

Elsevier

Date de publication :

2015-11

ISSN :

0022-0965

Mot(s)-clé(s) en anglais :

Morphological processing
Embedded stem priming
Reading development
Reading proficiency
Masked priming
Lexical decision

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Prior evidence from masked morphological priming has revealed conflicting findings regarding the acquisition of morpho-orthographic segmentation mechanisms in developing readers. Here, we examined changes in masked ...
Lire la suite >Prior evidence from masked morphological priming has revealed conflicting findings regarding the acquisition of morpho-orthographic segmentation mechanisms in developing readers. Here, we examined changes in masked morphological priming across grade within a large sample of French primary school children (n = 191, Grades 2-5) and how these effects are modulated by individual differences in reading proficiency, spelling proficiency, and morphological awareness. Target words were preceded by either (a) a suffixed word prime (e.g., tristesse-TRISTE), (b) a suffixed nonword prime (e.g., tristerie-TRISTE), (c) a non-suffixed nonword prime (e.g., tristald-TRISTE), or (d) an unrelated prime (e.g., direction-TRISTE) using very short prime durations (50 ms). Moreover, a frequency manipulation was included for suffixes and non-suffixes. The results revealed robust suffixed word priming across all children independent of grade and proficiency. On the other hand, priming in the suffixed and non-suffixed nonword conditions was modulated by reading proficiency, with high-proficiency children showing facilitation and low-proficiency children showing inhibition. The effects of suffix and non-suffix frequency were modulated by grade, with decreasing effects as grade increased. None of the observed priming effects were modulated by grade, spelling proficiency, or morphological awareness. The results suggest that reading proficiency is an important predictor for embedded stem activation mechanisms in primary school children, which we discuss in the context of recent theories of morphological processing.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Autres travaux scientifiques

Équipe(s) de recherche :

Équipe Langage

Date de dépôt :

2019-02-13T14:50:43Z
2020-01-23T07:53:00Z
2021-01-25T14:42:09Z