Two distinct parsing stages in nonword reading aloud: Evidence from Russian

References

• Baayen, R. H. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge: Cambridge University Press.
   Google Scholar
• Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59(4), 390–412. doi:10.1016/j.jml.2007.12.005
   Google Scholar
• Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, 68(3), 255–278. doi:10.1016/J.Jml.2012.11.001
   Google Scholar
• Bowey, J. A. (1990). Orthographic onsets and rimes as functional units of Reading. Memory & Cognition, 18(4), 419–427. doi: 10.3758/BF03197130
   Google Scholar
• Chetail, F., Balota, D., Treiman, R., & Content, A. (2015). What can megastudies tell us about the orthographic structure of English words? The Quarterly Journal of Experimental Psychology, 68(8), 1519–1540. doi:10.1080/17470218.2014.963628
   Google Scholar
• Chetail, F., & Content, A. (2012). The internal structure of chaos: Letter category determines visual word perceptual units. Journal of Memory and Language, 67(3), 371–388. doi: 10.1016/j.jml.2012.07.004
   Google Scholar
• Chetail, F., & Content, A. (2014). What is the difference between OASIS and OPERA? Roughly five pixels: Orthographic structure biases the perceived length of letter strings. Psychological Science, 25(1), 243–249. doi:10.1177/0956797613500508
   Google Scholar
• Chetail, F., Drabs, V., & Content, A. (2014). The role of consonant/vowel organization in perceptual discrimination. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4), 938–961.
   Google Scholar
• Coltheart, M., & Rastle, K. (1994). Serial processing in Reading aloud: Evidence for dual-route models of Reading. Journal of Experimental Psychology: Human Perception and Performance, 20(6), 1197–1211.
   Google Scholar
• Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). Drc: A dual route cascaded model of visual word recognition and Reading aloud. Psychological Review, 108(1), 204–256. doi:10.1037//0033-295x.108.1.204
   Google Scholar
• Forster, K. I., & Forster, J. (2003). Dmdx: A windows display program with millisecond accuracy. Behavior Research Methods, Instuments & Computers, 35, 116–124. doi: 10.3758/BF03195503
   Google Scholar
• Gernsbacher, M. A. (1984). Resolving 20 years of inconsistent interactions between lexical familiarity and orthography, concreteness, and polysemy. Journal of Experimental Psychology: General, 113(2), 256–281. doi: 10.1037/0096-3445.113.2.256
   Google Scholar
• Kim, J., Taft, M., & Davis, C. (2004). Orthographic-phonological links in the lexicon: When lexical and sublexical information conflict. Reading and Writing: An Interdisciplinary Journal, 17, 187–218. doi: 10.1023/B:READ.0000013805.77364.cd
   Google Scholar
• Lupker, S. J., Acha, J., Davis, C. J., & Perea, M. (2012). An investigation of the role of grapheme units in word recognition. Journal of Experimental Psychology: Human Perception and Performance, 38(6), 1491–1516.
   Google Scholar
• Marinus, E., & de Jong, P. F. (2008). The use of sublexical clusters in normal and dyslexic readers. Scientific Studies of Reading, 12(3), 253–280. doi:10.1080/10888430802132246
   Google Scholar
• Marinus, E., & de Jong, P. F. (2011). Dyslexic and typical-Reading children use vowel digraphs as perceptual units in Reading. The Quarterly Journal of Experimental Psychology, 64(3), 504–516. doi:10.1080/17470218.2010.509803
   Google Scholar
• Martensen, H., Maris, E., & Dijkstra, T. (2003). Phonological ambiguity and context sensitivity: On sublexical clustering in visual word recognition. Journal of Memory and Language, 49(3), 375–395. doi:10.1016/S0749-596x(03)00068-8
   Google Scholar
• Morey, R. D., & Rouder, J. N. (2014). Package “BayesFactor”. Retrieved from http://cran.r-project.org/web/packages/BayesFactor/BayesFactor.pdf
   Google Scholar
• Perry, C. (2013). Graphemic parsing and the basic orthographic syllable structure. Language and Cognitive Processes, 28(3), 355–376. doi:10.1080/01690965.2011.641386
   Google Scholar
• Perry, C., Ziegler, J., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: The CDP+ model of Reading aloud. Psychological Review, 114(2), 273–315. doi:10.1037/0033-295X.114.2.273
   Google Scholar
• Perry, C., Ziegler, J., & Zorzi, M. (2010). Beyond single syllables: Large-scale modeling of Reading aloud with the connectionist dual process (CDP++) model. Cognitive Psychology, 61(2), 106–151. doi: 10.1016/j.cogpsych.2010.04.001
   Google Scholar
• Prinzmetal, W., Treiman, R., & Rho, S. H. (1986). How to see a Reading unit. Journal of Memory and Language, 25(4), 461–475. doi:10.1016/0749-596x(86)90038-0
   Google Scholar
• Protopapas, A. (2007). Checkvocal: A program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39(4), 859–862. doi:10.3758/bf03192979
   Google Scholar
• Protopapas, A., Gerakaki, S., & Alexandri, S. (2006). Lexical and default stress assignment in Reading Greek. Journal of Research in Reading, 29(4), 418–432. doi:10.1111/J.1467-9817.2006.00316.X
   Google Scholar
• Rastle, K., & Coltheart, M. (1998). Whammies and double whammies: The effect of length on nonword Reading. Psychonomic Bulletin & Review, 5(2), 277–282. doi: 10.3758/BF03212951
   Google Scholar
• Rey, A., Jacobs, A. M., Schmidt-Weigand, F., & Ziegler, J. C. (1998). A phoneme effect in visual word recognition. Cognition, 68(3), B71–B80. doi:10.1016/S0010-0277(98)00051-1
   Google Scholar
• Rey, A., Ziegler, J., & Jacobs, A. (2000). Graphemes are perceptual Reading units. Cognition, 75, B1–B12. doi: 10.1016/S0010-0277(99)00078-5
   Google Scholar
• Roberts, M., Rastle, K., Coltheart, M., & Besner, D. (2003). When parallel processing in visual word recognition is not enough: New evidence from naming. Psychonomic Bulletin & Review, 10(2), 405–414. doi:10.3758/bf03196499
   Google Scholar
• Rouder, J. N., Speckman, P. L., Sun, D. C., Morey, R. D., & Iverson, G. (2009). Bayesian t tests for accepting and rejecting the null hypothesis. Psychonomic Bulletin & Review, 16(2), 225–237. doi:10.3758/Pbr.16.2.225
   Google Scholar
• Schmalz, X., Beyersmann, L., Cavalli, E., & Marinus, E. (2016). Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: More evidence for the orthographic depth hypothesis. Journal of Cognitive Psychology, 28(6), 658–672. doi:10.1080/20445911.2016.1182172
   Google Scholar
• Schmalz, X., Marinus, E., Robidoux, S., Palethorpe, S., Castles, A., & Coltheart, M. (2014). Quantifying the reliance on different sublexical correspondences in German and English. Journal of Cognitive Psychology, 26(8), 831–852. doi: 10.1080/20445911.2014.968161
   Google Scholar
• Taft, M. (1991). Reading and the mental lexicon. Hove: Lawrence Erlbaum.
   Google Scholar
• Taft, M. (1992). The body of the BOSS: Subsyllabic units in the lexical processing of polysyllabic words. Journal of Experimental Psychology: Human Perception and Performance, 18(4), 1004–1014.
   Google Scholar
• Taft, M. (2001). Processing of orthographic structure by adults of different Reading ability. Language and Speech, 44, 351–376. doi: 10.1177/00238309010440030301
   Google Scholar
• Taft, M., & Radeau, M. (1995). The influence of the phonological characteristics of a language on the functional units of Reading: A study in French. Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale, 49(3), 330–348. doi:10.1037/1196-1961.49.3.330
   Google Scholar
• Treiman, R., Mullennix, J., Bijeljac-Babic, R., & Richmond-Welty, E. (1995). The special role of rimes in the description, use, and acquisition of English orthography. Journal of Experimental Psychology: General, 124(2), 107–136. doi: 10.1037/0096-3445.124.2.107
   Google Scholar
• Ulicheva, A., Coltheart, M., Saunders, S., & Perry, C. (2016). Phonotactic constraints: Implications for models of oral Reading in Russian. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(4), 636–656. doi:10.1037/xlm0000203
   Google Scholar
• Ziegler, J., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled Reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. doi:10.1037/0033-2909.131.1.3
   Google Scholar