Children benefit from morphological relatedness when they learn to spell new words

Pacton, Sébastien; Foulin, Jean Noël; Casalis, Severine; Treiman, Rebecca

Type de document :

Article dans une revue scientifique

DOI :

10.3389/fpsyg.2013.00696

PMID :

24109464

URL permanente :

http://hdl.handle.net/20.500.12210/60174

Titre :

Children benefit from morphological relatedness when they learn to spell new words

Auteur(s) :

Pacton, Sébastien [Auteur]
Laboratoire Mémoire et Cognition
Foulin, Jean Noël [Auteur]
Université Bordeaux Segalen - Bordeaux 2
Casalis, Severine [Auteur]

Université de Lille, Sciences Humaines et Sociales
Treiman, Rebecca [Auteur]
Washington University in Saint Louis [WUSTL]

Titre de la revue :

Frontiers in Psychology

Nom court de la revue :

Front. Psychol.

Numéro :

Éditeur :

Frontiers Media SA

Date de publication :

2013-10

ISSN :

1664-1078

Mot(s)-clé(s) en anglais :

spelling
morphology
implicit learning
self-teaching
spelling acquisition

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Use of morphologically related words often helps in selecting among spellings of sounds in French. For instance, final /wa/ may be spelled oi (e.g., envoi “sendoff”), oit (e.g., exploit “exploit”), ois (e.g., siamois, ...
Lire la suite >Use of morphologically related words often helps in selecting among spellings of sounds in French. For instance, final /wa/ may be spelled oi (e.g., envoi “sendoff”), oit (e.g., exploit “exploit”), ois (e.g., siamois, “siamese”), or oie (e.g., joie “joy”). The morphologically complex word exploiter “to exploit”, with a pronounced t, can be used to indicate that the stem exploit is spelled with a silent t. We asked whether 8-year-old children benefited from such cues to learn new spellings. Children read silently stories which included two target nonwords, one presented in an opaque condition and the other in a morphological condition. In the opaque condition, the sentence provided semantic information (e.g., a vensois is a musical instrument) but no morphological information that could justify the spelling of the target word's final sound. Such justification was available in the morphological condition (e.g., the vensoisist plays the vensois instrument, which justifies that vensois includes a final silent s). 30 min after having read the stories, children's orthographic learning was assessed by asking them to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g., vensois, vensoit, vensoie). Children chose correct spellings more often in the morphological condition than the opaque condition, even though the root (vensois) had been presented equally often in both conditions. That is, children benefited from information about the spelling of the morphologically complex word to learn the spelling of the stem.Lire moins >

Langue :

Anglais

Audience :

Internationale

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Autres travaux scientifiques

Date de dépôt :

2022-02-16T21:25:41Z
2022-03-18T12:03:08Z

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pacton_et_al_Frontiers_2013.pdf
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Ce document est diffusé sous licence Attribution 3.0 United States

Numéro de version	Lien	Date de modification
2	20.500.12210/60174*	2022-03-18T11:57:07Z
1	20.500.12210/60174.1	2022-02-16T21:25:41Z

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