How does case-mixing interact with lexical factors in visual word recognition? : implications for lexical organisation
This thesis investigates how different lexical and visual factors interact in reading, providing information on how the reading system is organised. Case-mixing and lexicality were found to be interactive in lexical and nonlexical naming in adults' reading but additive in children's. This supports the view that top-down lexical information helps experienced readers in overcoming the visual disruption of case-mixing. Children do not yet have sufficient stored lexical knowledge to enable such a mechanism to function effectively. Upper case disruption was smaller and equal across words and non-words. This lack of interaction occurs because unlike case-mixing, upper case does not disrupt attentional processes used in reading. Revisions of the top-down lexical feedback hypothesis are suggested such that lexical information feeds back to an attentional level of visual analysis. Inconsistencies in existing literature prompted investigation of the interaction between case-mixing and frequency. Early data was re-analysed and new experiments designed to favour the effect were run. Case-mixing was additive, not interactive, with frequency. This suggests that case-mixing disrupts an early stage in letter encoding before
Webb, Tessa
How does case-mixing interact with lexical factors in visual word recognition? : implications for lexical organisation. This thesis investigates how different lexical and visual factors interact in reading, providing information on how the reading system is organised. Case-mixing and lexicality were found to be interactive in lexical and nonlexical naming in adults' reading but additive in children's. This supports the view that top-down lexical information helps experienced readers in overcoming the visual disruption of case-mixing. Children do not yet have sufficient stored lexical knowledge to enable such a mechanism to function effectively. Upper case disruption was smaller and equal across words and non-words. This lack of interaction occurs because unlike case-mixing, upper case does not disrupt attentional processes used in reading. Revisions of the top-down lexical feedback hypothesis are suggested such that lexical information feeds back to an attentional level of visual analysis. Inconsistencies in existing literature prompted investigation of the interaction between case-mixing and frequency. Early data was re-analysed and new experiments designed to favour the effect were run. Case-mixing was additive, not interactive, with frequency. This suggests that case-mixing disrupts an early stage in letter encoding before
case mixing interact lexical factor visual_word recognition implication lexical organisation investigates different lexical visual factor interact reading provide_information reading system organise case mixing find interactive lexical naming adult read additive child support_view top_down lexical_information help experienced reader overcome visual disruption case mixing children yet sufficient store lexical_knowledge enable mechanism function effectively upper case disruption small equal across word non words lack interaction occur unlike case mixing upper case disrupt attentional process use reading top_down lexical feedback hypothesis suggest lexical_information feed back attentional level visual analysis exist_literature prompt investigation interaction case mixing frequency early data analysed new design favour effect run case mixing additive interactive frequency suggest case mixing early_stage letter encode