Three experiments of pseudoword reading assessed whether stress assignment affects reading aloud at the level of articulation planning. In Experiment 1 (immediate reading) both stimulus length (in syllables) and stress type affected reading latency and accuracy. Italian pseudowords were named faster and more accurately when they were assigned stress on the antepenultimate rather than on the penultimate syllable. In Experiment 2 (delayed reading) reading aloud of the same stimuli was not affected by length but was still affected by stress type, with shorter latencies for pseudowords stressed on the antepenultimate syllable. Experiment 3 replicated the results of the first two experiments with new materials and with a tightly controlled procedure. These results indicate that stress assignment exerts an effect in a processing component where articulation is planned since articulation cannot start until stress is assigned. Our results also suggest that, in reading aloud, the minimal planning unit for articulation is smaller than the whole stimulus, including the first syllable up to the stressed unit.

Sulpizio, S., Spinelli, G., Burani, C. (2015). Stress affects articulatory planning in reading aloud. JOURNAL OF EXPERIMENTAL PSYCHOLOGY-HUMAN PERCEPTION AND PERFORMANCE, 41(2), 453-461 [10.1037/a0038714].

Stress affects articulatory planning in reading aloud

Sulpizio, S
;
Spinelli, G;
2015

Abstract

Three experiments of pseudoword reading assessed whether stress assignment affects reading aloud at the level of articulation planning. In Experiment 1 (immediate reading) both stimulus length (in syllables) and stress type affected reading latency and accuracy. Italian pseudowords were named faster and more accurately when they were assigned stress on the antepenultimate rather than on the penultimate syllable. In Experiment 2 (delayed reading) reading aloud of the same stimuli was not affected by length but was still affected by stress type, with shorter latencies for pseudowords stressed on the antepenultimate syllable. Experiment 3 replicated the results of the first two experiments with new materials and with a tightly controlled procedure. These results indicate that stress assignment exerts an effect in a processing component where articulation is planned since articulation cannot start until stress is assigned. Our results also suggest that, in reading aloud, the minimal planning unit for articulation is smaller than the whole stimulus, including the first syllable up to the stressed unit.
Articolo in rivista - Articolo scientifico
Articulatory planning; Delayed naming; Pseudoword reading; Reading aloud; Stress assignment;
English
2015
453
461
9
Sulpizio, S., Spinelli, G., Burani, C. (2015). Stress affects articulatory planning in reading aloud. JOURNAL OF EXPERIMENTAL PSYCHOLOGY-HUMAN PERCEPTION AND PERFORMANCE, 41(2), 453-461 [10.1037/a0038714].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/250200
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