ERIC Number: EJ1072630
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Reference Count: 17
Lexical Classification and Spelling: Do People Use Atypical Spellings for Atypical Pseudowords?
Kemp, Nenagh; Treiman, Rebecca; Blackley, Hollie; Svoboda, Imogen; Kessler, Brett
Reading and Writing: An Interdisciplinary Journal, v28 n8 p1187-1202 Oct 2015
Many English phonemes have more than one possible spelling. People's choices among the options may be influenced by sublexical patterns, such as the identity of neighboring sounds within the word. However, little research has explored the possible role of lexical conditioning. Three experiments examined the potential effects of one such factor: whether an item is typical of English or atypical. In Experiment 1, we asked whether presenting pseudowords as made-up words or the names of monsters would cause participants to classify them as atypical and spell phonemes within these pseudowords using less common patterns. This was not found to be the case in children (aged 7-12 years) or adults. In Experiment 2, children aged 10-12 and adults spelled pseudowords that contained phonologically frequent or infrequent sequences and, in Experiment 3, adults chose between two possible spellings of each of these pseudowords. Adults, but not children, used more common spellings in pseudowords that contained frequent sequences and that thus seemed more typical of English. They used fewer common spellings in pseudowords that contained infrequent sequences and therefore seemed atypical. These results suggest that properties of pseudowords themselves can affect lexical classification and hence spelling.
Descriptors: Phonemes, Spelling, English, Children, Adults, Preadolescents, Phonology, Age Differences, Vocabulary, Semantics
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A