Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input

Rachel Hayes-Harb, Janet Nicol, Jason Barker

Research output: Contribution to journalArticle

42 Scopus citations

Abstract

We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their "meanings". They were later tested on their memory of the words via an auditory word-picture matching test. While all three groups of participants heard the same auditory stimuli and saw the same pictures, the groups differed with respect to the written stimuli that accompanied each item during training. Some participants were presented with written forms for the auditory labels that were consistent with English spelling conventions (e.g., spelled form <kamad>, auditory form [kamed]), while others saw written forms that were not consistent with English spelling conventions (e.g., spelled form <kamand>, auditory form [kamed]), and a third group of participants was presented with no written forms. Participants who saw written forms that were not consistent with English spelling conventions showed interference from the words' spelled forms at test. This finding provides evidence for a relationship between orthographic and phonological representations for newly-learned words.

Original languageEnglish (US)
Pages (from-to)367-381
Number of pages15
JournalLanguage and speech
Volume53
Issue number3
DOIs
StatePublished - Aug 27 2010

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Keywords

  • language learning
  • orthography
  • phoneme-grapheme correspondence
  • phonology
  • second language

ASJC Scopus subject areas

  • Language and Linguistics
  • Sociology and Political Science
  • Linguistics and Language
  • Speech and Hearing

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