ERIC Number: ED217404
Record Type: RIE
Publication Date: 1982-Jun
Reference Count: 0
Phonological Representations in Visual Word Recognition: The Adjunct Access Model. Technical Report. No. 247.
Kleiman, Glenn M.; Humphrey, Mary M.
While studies of college-level readers have yielded evidence both for and against the use of phonological or speech recoding in the recognition of written words, no consistent picture of when recoding occurs has yet emerged. However, one model, the adjunct access model, can account for the previous research findings. According to this model, recoding will not occur when a subject is aware that a speech code may be detrimental to task performance, but will occur at least some of the time when a speech code is not detrimental. The model posits that direct lexical access (word recognition without prior speech recoding) is followed by an automatic but slow adjunct access of the phonological representation of the word. Using this model, the effects of phonological relationships between words, which were previously interpreted as evidence for speech recoding occurring before word recognition, can now be interpreted as being due to the adjunct access of phonological representations occurring after word recognition. An experiment conducted to test whether semantic relatedness between word pairs would influence the time it takes to make decisions based on phonological characteristics confirmed the model's predictive validity. (FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.; Toronto Univ. (Ontario).
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.