A1 Refereed original research article in a scientific journal
SYNTACTIC CONTEXT EFFECTS ON WORD RECOGNITION - A DEVELOPMENTAL-STUDY
Authors: HYONA J, LINDEMAN J
Publisher: SCANDINAVIAN UNIVERSITY PRESS
Publication year: 1994
Journal: Scandinavian Journal of Psychology
Journal name in source: SCANDINAVIAN JOURNAL OF PSYCHOLOGY
Journal acronym: SCAND J PSYCHOL
Volume: 35
Issue: 1
First page : 27
Last page: 37
Number of pages: 11
ISSN: 0036-5564
DOI: https://doi.org/10.1111/j.1467-9450.1994.tb00930.x(external)
Abstract
The study showed a clear syntactic context effect for each of the four experimental groups. The magnitude of the observed syntactic effect was substantially larger compared to earlier results. Furthermore, the effect emerged both in naming and lexical decision. In naming, less skilled 2nd grade decoders were more affected by grammatical incongruency than their more competent peers, whereas in lexical decision the skilled 6th graders differed from other groups by showing a smaller syntactic effect. The results are discussed in the light of Stanovich's interactive-compensatory model of word recognition.
The study showed a clear syntactic context effect for each of the four experimental groups. The magnitude of the observed syntactic effect was substantially larger compared to earlier results. Furthermore, the effect emerged both in naming and lexical decision. In naming, less skilled 2nd grade decoders were more affected by grammatical incongruency than their more competent peers, whereas in lexical decision the skilled 6th graders differed from other groups by showing a smaller syntactic effect. The results are discussed in the light of Stanovich's interactive-compensatory model of word recognition.
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