ERIC Number: EJ952440
Record Type: Journal
Publication Date: 2011-Nov
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-7393
EISSN: N/A
Phonological Effects in Handwriting Production : Evidence from the Implicit Priming Paradigm
Afonso, Olivia; Alvarez, Carlos J.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v37 n6 p1474-1483 Nov 2011
In the present article, we report 3 experiments using the odd-man-out variant of the implicit priming paradigm, aimed at determining the role played by phonological information during the handwriting process. Participants were asked to write a small set of words learned in response to prompts. Within each block, response words could share initial segments (constant homogeneous) or not (heterogeneous). Also, 2 variable homogeneous blocks were created by including a response word that did not share orthographic onset with the other response (odd-man-out). This odd-man-out could be phonologically related to the targets or not. Experiment 1 showed a preparation effect in the constant homogeneous condition, which disappeared (spoil effect) in the variable condition not phonologically related. However, no spoil effect was found when the odd-man-out shared the phonological initial segment with the targets. In Experiment 2, we obtained a spoil effect in the variable phonologically related condition, but it was significantly smaller than in the variable not phonologically related condition. The effects observed in Experiment 2 vanished in Experiment 3 under articulatory suppression, suggesting that they originated at a sublexical level. These findings suggest that phonological sublexical information is used during handwriting and provide evidence that the implicit priming paradigm (and the odd-man-out version of this) is a suitable tool for handwriting production research. (Contains 6 tables.)
Descriptors: Priming, Handwriting, Models, Word Recognition, Experiments, Phonology, Phoneme Grapheme Correspondence, Graphemes, Syllables, Memory, Foreign Countries, Introductory Courses, Comparative Analysis, Stimuli, Identification, Phonological Awareness, Writing Processes, Spelling
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A