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ERIC Number: EJ934643
Record Type: Journal
Publication Date: 2011-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0096-1523
For a Psycholinguistic Model of Handwriting Production: Testing the Syllable-Bigram Controversy
Kandel, Sonia; Peereman, Ronald; Grosjacques, Geraldine; Fayol, Michel
Journal of Experimental Psychology: Human Perception and Performance, v37 n4 p1310-1322 Aug 2011
This study examined the theoretical controversy on the impact of syllables and bigrams in handwriting production. French children and adults wrote words on a digitizer so that we could collect data on the local, online processing of handwriting production. The words differed in the position of the lowest frequency bigram. In one condition, it coincided with the word's syllable boundary. In the other condition, it was located before the syllable boundary. The results yielded higher movement durations at the position where the low-frequency bigram coincided with the syllable boundary compared to where the low-frequency bigram appeared before the syllable boundary. Syllable-oriented strategies failed with the presence of a very low-frequency bigram within the initial syllable. Further analysis showed that children in grades 3 and 4 privileged syllable-oriented programming strategies. The production times of children in grade 4 were also affected by syllable frequency and, to a lesser extent, bigram frequency. The adults writing durations were modulated by bigram frequency. Therefore, both bigrams and syllables regulate handwriting production although the influence of bigrams was stronger in adults than children. In the light of these results, we propose a psycholinguistic model of handwriting production. (Contains 1 table and 5 figures.)
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: Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A