NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ895318
Record Type: Journal
Publication Date: 2010-Sep
Pages: 40
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0023-8309
EISSN: N/A
Homophone Dominance at the Whole-Word and Sub-Word Levels: Spelling Errors Suggest Full-Form Storage of Regularly Inflected Verb Forms
Sandra, Dominiek
Language and Speech, v53 n3 p405-444 Sep 2010
Two experiments and two corpus studies focus on homophone dominance in the spelling of regularly inflected verb forms, the phenomenon that the higher-frequency homophone causes more intrusion errors on the lower-frequency one than vice versa. Experiment 1 was a speeded dictation task focusing on the Dutch imperative, a verb form whose formation rule is poorly known. A clear-cut effect of homophone dominance was found. This effect was equally strong when the target imperative was preceded by another imperative in the same sentence whose pronunciation reflected the spelling rule. Experiment 2 indicated that the effect of homophone dominance cannot be reduced to an effect of recency. Language users cannot discriminate a recently seen verb form when shown the two homophones. Instead, they choose the most frequent spelling pattern. In Corpus Study 1 a Google search on the world wide web revealed a sublexical effect of homophone dominance in the spelling errors on regular past tense forms. Corpus Study 2 demonstrated the validity of the search method. The sublexical effect of homophone dominance, involving units that cut across the stem-suffix boundary, lends itself naturally to a representational model of the connectionist or analogical processing tradition but is hard to reconcile with a rule-based account. (Contains 4 footnotes, 3 tables, and 3 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A