ERIC Number: ED240533
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
The Visual Tongue-Twister Effect: Phonological Activation in Silent Reading.
McCutchen, Deborah; Perfetti, Charles A.
The assumption that phonological processes support comprehension guided two experiments in manipulating the similarity of the consonant code both within silently read sentences and between these sentences and concurrently vocalized phrases. The first experiment examined whether tongue-twisters would take longer to read than phonetically "neutral" sentences (those containing a natural mix of phonemes). The second experiment examined whether the phonological activation that occurs in reading is shared by vocalization. For example, reading a tongue-twister with many initial "t's" and "d's" might be additionally impaired by vocalizing phrases with alveolar consonants, "/d/" or "/t/." Results support the assumption that phonological processes are involved in at least some of the tasks of silent reading. However, the lack of a consistent interaction between consonant vocalization and specific tongue-twister sentences did not support the hypothesis that vocalization suppresses phonological codes used in reading. The lack of specific interference between concurrent vocalization and the reading task suggests that these automatically activated phonetic representations are not subvocal motor programs. In reading, concurrent vocalization may play a role similar to its role in memory. That is, it may impair reading not because it interferes with phonological activation, but because it requires capacity within a limited capacity cognitive system. (HOD)
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.