337
Views
16
CrossRef citations to date
0
Altmetric
Research Articles

The Process of Stress Assignment in Reading Aloud: Critical Issues From Studies on Italian

, &

REFERENCES

  • Arciuli, J., & Cupples, L. (2006). The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlates. Quarterly Journal of Experimental Psychology, 59, 920 –948.
  • Arciuli, J., & Cupples, L. (2007). Would you rather ‘embert a cudsert’ or ‘cudsert an embert’? How spelling patterns at the beginning of English disyllables can cue grammatical category. In A. Schalley & D. Khlentzos ( Eds.), Mental states: Language and cognitive structure ( pp. 213 –237). Amsterdam, the Netherlands: John Benjamins.
  • Arciuli, J., Monaghan, P., & Ševa, N. (2010). Learning to assign lexical stress during reading aloud: Corpus, behavioural, and computational investigations. Journal of Memory and Language, 63, 180 –196.
  • Bates, E., Burani, C., D’Amico, S., & Barca, L. (2001). Word reading and picture naming in Italian. Memory & Cognition, 29, 986 –999.
  • Bertinetto, P. M. (1980). The perception of stress by Italian speakers. Journal of Phonetics, 8, 385 –395.
  • Brown, P., Lupker, S. J., & Colombo, L. (1994). Interacting sources of information in word naming: A study of individual differences. Journal of Experimental Psychology: Human, Perception & Performance, 20, 537 –554.
  • Burani, C., & Arduino, L. S. (2004). Stress regularity or consistency? Reading aloud Italian polysyllables with different stress patterns. Brain and Language, 90, 318 –325.
  • Burani, C., Paizi, D., & Sulpizio, S. (2014). Stress assignment in reading Italian: Friendship outweighs dominance. Memory & Cognition, 42, 662 –675.
  • Cappa, S. F., Nespor, M., Ielasi, W., & Miozzo, A. (1997). The representation of stress: Evidence from an aphasic patient. Cognition, 65, 1 –13.
  • Carreiras, M., Mechelli, A., & Price, C. J. (2006). Effect of word and syllable frequency on activation during lexical decision and reading aloud. Human Brain Mapping, 27, 963 –972.
  • Carreiras, M., & Perea, M. (2004). Naming pseudowords in Spanish: Effects of syllable frequency. Brain and Language, 90, 393 –400.
  • Cholin, J., Dell, G. S., & Levelt, W. J. M. (2011). Planning and articulation in incremental word production: Syllable-frequency effects in English. Journal of Experimental Psychology: Learning, Memory and Cognition, 37, 109 –122.
  • Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York, NY: Harper and Row.
  • Colombo, L. (1991). The role of lexical stress in word recognition and pronunciation. Psychological Research, 53, 71 –79.
  • Colombo, L. (1992). Lexical stress effect and its interaction with frequency in word pronunciation. Journal of Experimental Psychology: Human Perception and Performance, 18, 987 –1003.
  • Colombo, L., Deguchi, C., & Boureux, M. (2014). Stress priming and statistical learning in Italian nonword reading: Evidence from children. Reading and Writing, 27, 923 –943.
  • Colombo, L., & Tabossi, P. (1992). Strategies and stress assignment: Evidence from a shallow orthography. In R. Frost & L. Katz ( Eds.), Orthography, phonology, morphology, and meaning ( pp. 319 –340). Amsterdam, the Netherlands: Elsevier.
  • Colombo, L., & Zevin, J. (2009). Stress priming in reading and the selective modulation of lexical and sub-lexical pathways. PLoS ONE, 4, e7219.
  • 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, 204 –256.
  • Cutler, A. (2005). Lexical stress. In D. B. Pisoni & R. E. Remez ( Eds.), The handbook of speech perception ( pp. 264 –289). Oxford, UK: Blackwell.
  • Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Science, 15, 3 –10.
  • Hayes, B. (1995). Metrical stress theory. Chicago, IL: The University of Chicago Press.
  • Holliman, A. J., Williams, G. J., Mundy, I. R., Wood, C., Hart, L., & Waldron, S. (2014). Beginning to disentangle the prosody-literacy relationship: a multi-component measure of prosodic sensitivity. Reading and Writing, 27, 255 –266.
  • Holliman, A. J., Wood, C., & Sheehy, K. (2010). Does speech rhythm sensitivity predict children’s reading ability 1 year later? Journal of Educational Psychology, 102, 356 –366.
  • Howard, D., & Smith, K. (2002). The effects of lexical stress in aphasic word production. Aphasiology, 16, 198 –237.
  • Janssen, U., & Domhas, F. (2008). Going on with optimised feet: Evidence for the interaction between segmental and metrical structure in phonological encoding from a case of primary progressive aphasia. Aphasiology, 22, 1157 –1175.
  • Jouravlev, O., & Lupker, S. L. (2014). Stress consistency and stress regularity effects in Russian. Language and Cognitive Processes, 29, 605 –619.
  • Kelly, M. (2004). Word onset patterns and lexical stress in English. Journal of Memory and Language, 50, 231 –244.
  • Kelly, M., Morris, J., & Verrekia, L. (1998). Orthographic cues to lexical stress: Effects on naming and lexical decision. Memory & Cognition, 26, 822 –832.
  • Laganaro, M., Vacheresse, F., & Frauenfelder, U. H. (2002). Selective impairment of lexical stress assignment in an Italian-speaking aphasic patient. Brain and Language, 81, 601 –609.
  • Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press.
  • Levelt, W. J. M., Roelofs, A., & Meyer, A. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1 –75.
  • Lukatela, G., & Turvey, M. T. (1990). Phonemic similarity effects and prelexical phonology. Memory & Cognition, 18, 128 –152.
  • Meyer, A. S., Roelofs, A., & Levelt, W. J. (2003). Word length effects in object naming: The role of a response criterion. Journal of Memory and Language, 48, 131 –147.
  • Miceli, G., & Caramazza, A. (1992). The assignment of word stress in oral reading: Evidence from a case of acquired dyslexia. Cognitive Neuropsychology, 10, 272 –296.
  • Monaghan, P., Arciuli, J., & Ševa, N. (in press). Cross-linguistic evidence for probabilistic orthographic cues to lexical stress. In J. Thomson & L. Jarmulowicz ( Eds.), Linguistic rhythm and literacy (Trends in Language Acquisition Research series). Amsterdam, the Netherlands: John Benjamins.
  • Nespor, M., & Vogel, I. (1986). Prosodic phonology. Dordrecht, the Netherlands: Foris.
  • Pagliuca, G., & Monaghan, P. (2010). Discovering large grain-sizes in a transparent orthography: Insights from a connectionist model of reading aloud for Italian. European Journal of Cognitive Psychology, 22, 813 –835.
  • Paulesu, E., McCrory, E., Fazio, F., Menoncello, L., Brunswick, N., Cappa, S. F., … Frith, U. (2000). A cultural effect on brain function. Nature Neuroscience, 3, 91 –96.
  • Perry, C., Ziegler, J. C., & Zorzi, M. (2010). Beyond single syllables: Large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model. Cognitive Psychology, 61, 106 –151.
  • Perry, C., Ziegler, J. C., & Zorzi, M. (2014). CDP++. Italian: Modelling sublexical and supralexical inconsistency in a shallow orthography. PloS One, 9, e94291.
  • Protopapas, A., Gerakaki, S., & Alexandri, S. (2007). Sources of information for stress assignment in reading Greek. Applied Psycholinguistics, 28, 695 –720.
  • Rastle, K., & Coltheart, M. (2000). Lexical and nonlexical print-to-sound translation of disyllabic words and nonwords. Journal of Memory and Language, 42, 342 –364.
  • Rastle, K., Harrington, J., Coltheart, M., & Palethorpe, S. (2000). Reading aloud begins when the computation of phonology is complete. Journal of Experimental Psychology: Human Perception and Performance, 26, 1178 –1191.
  • Roelofs, A. (2004). Seriality of phonological encoding in naming objects and reading their names. Memory & Cognition, 32, 212 –222.
  • Roelofs, A. (2014). Modeling of phonological encoding in spoken word production: From Germanic languages to Mandarin Chinese and Japanese. Japanese Psychological Research. doi:10.1111/jpr.12050
  • Roelofs, A., & Meyer, A. (1998). Metrical structure in planning the production of spoken words. Journal of Experimental Psychology: Learning, Memory and Cognition, 24, 922 –939.
  • Schiller, N. O., Fikkert, P., & Levelt, C. C. (2004). Stress priming in picture naming: An SOA study. Brain & Language, 90, 231 –240.
  • Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523 –568.
  • Sternberg, S., Knoll, R. L., Monsell, S., & Wright, C. E. (1988). Motor programs and hierarchical organization in the control of rapid speech. Phonetica, 45, 175 –197.
  • Sulpizio, S., Arduino, L. S., Paizi, D., & Burani, C. (2013). Stress assignment in reading Italian polysyllabic pseudowords. Journal of Experimental Psychology: Learning, Memory & Cognition, 39, 51 –68.
  • Sulpizio, S., Boureux, M., Burani, C., Deguchi, C., & Colombo, L. (2012). Stress assignment in the development of reading aloud: Nonword priming effects on Italian children. In N. Miyake, D. Peebles, & R. P. Cooper ( Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society ( pp. 2369 –2374). Austin, TX: Cognitive Science Society.
  • Sulpizio, S., & Burani, C. (2014). Reading segments is not reading words: Comment on Kawamoto et al. (2014). Quarterly Journal of Experimental Psychology. doi:10.1080/17470218.2014.975255
  • Sulpizio, S., & Colombo, L. (2013). Lexical stress, frequency and stress neighborhood effects in the early stages of Italian reading development. Quarterly Journal of Experimental Psychology, 66, 2073 –2084.
  • Sulpizio, S., & Job, R. (2013). Syllable frequency and stress priming interact in reading Italian aloud. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth ( Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society ( pp. 1402 –1407). Austin, TX: Cognitive Science Society.
  • Sulpizio, S., Job, R., & Burani, C. (2012). Priming lexical stress in reading Italian aloud. Language and Cognitive Processes, 27, 808 –820.
  • Sulpizio, S., & McQueen, J. M. (2012). Italians use abstract knowledge about lexical stress during spoken-word recognition. Journal of Memory and Language, 66, 177 –193.
  • Thornton, A. M., Iacobini, C., & Burani, C. (1997). BDVDB: Una base di dati sul vocabolario di base della lingua italiana [A database for the Italian basic dictionary]. Rome, Italy: Bulzoni.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.