Acha, J., Perea, M. (2008). The effects of length and transposed-letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers. British Journal of Psychology, 99, 245–264.
https://doi.org/10.1348/000712607x224478 Google Scholar |
Crossref
Adelman, J. S. (2011). Letters in time and retinotopic space. Psychological Review, 118, 570–582.
https://doi.org/10.1037/a0024811 Google Scholar |
Crossref
Altani, A., Protopapas, A., Georgiou, G. (2018). Using serial and discrete digit naming to unravel word reading processes. Frontiers in Psychology, 9, Article 524.
https://doi.org/10.3389/fpsyg.2018.00524 Google Scholar |
Crossref
Andrews, S., Lo, S. (2012). Not all skilled readers have cracked the code: Individual differences in masked form priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 152–163.
https://doi.org/10.1037/a0024953 Google Scholar |
Crossref
Baayen, R. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge University Press.
https://doi.org/10.1017/CBO9780511801686 Google Scholar |
Crossref
Baayen, R., Davidson, D., Bates, D. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59, 390–412.
https://doi.org/10.1016/j.jml.2007.12.005 Google Scholar |
Crossref
Bates, D., Mächler, M., Bolker, B., Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67, 1–48.
https://doi.org/10.18637/jss.v067.i01 Google Scholar |
Crossref
Bertinetto, P. M., Burani, C., Laudanna, A., Marconi, L., Ratti, D., Rolando, C., Thornton, A. M. (2005). CoLFIS (Corpus e Lessico di Frequenza dell’Italiano Scritto) [Corpus and Frequency Lexicon of Written Italian]. Institute of Cognitive Sciences and Technologies, CNR.
http://www.istc.cnr.it/grouppage/colfisEng Google Scholar
Bolker, B. (2021). GLMM FAQ.
https://bbolker.github.io/mixedmodels-misc/glmmFAQ.html Google Scholar
Campos, A. D., Oliveira, H. M., Soares, A. P. (2021). Syllable effects in beginning and intermediate European-Portuguese readers: Evidence from a sandwich masked go/no-go lexical decision task. Journal of Child Language, 48, 699–716.
https://doi.org/10.1017/S0305000920000537 Google Scholar |
Crossref
Carreiras, M., Vergara, M., Perea, M. (2007). ERP correlates of transposed-letter similarity effects: Are consonants processed differently from vowels? Neuroscience Letters, 419, 219–224.
https://doi.org/10.1016/j.neulet.2007.04.053 Google Scholar |
Crossref
Carreiras, M., Vergara, M., Perea, M. (2009). ERP correlates of transposed-letter priming effects: The role of vowels versus consonants. Psychophysiology, 46, 34–42.
https://doi.org/10.1111/j.1469-8986.2008.00725.x Google Scholar |
Crossref
Castles, A., Davis, C., Cavalot, P., Forster, K. (2007). Tracking the acquisition of orthographic skills in developing readers: Masked priming effects. Journal of Experimental Child Psychology, 97, 165–182.
https://doi.org/10.1016/j.jecp.2007.01.006 Google Scholar |
Crossref
Chetail, F., Scaltritti, M., Content, A. (2014). Effect of the consonant–vowel structure of written words in Italian. Quarterly Journal of Experimental Psychology, 67, 833–842.
https://doi.org/10.1080/17470218.2014.898668 Google Scholar |
SAGE Journals
Colombo, L., Spinelli, G., Lupker, S. J. (2020). The impact of consonant–vowel transpositions on masked priming effects in Italian and English. Quarterly Journal of Experimental Psychology, 73, 183–198.
https://doi.org/10.1177/1747021819867638 Google Scholar |
SAGE Journals
Colombo, L., Sulpizio, S., Peressotti, F. (2017). Serial mechanism in transposed letters effects: A developmental study. Journal of Experimental Child Psychology, 161, 46–62.
https://doi.org/10.1016/j.jecp.2017.04.002 Google Scholar |
Crossref
Colombo, L., Sulpizio, S., Peressotti, F. (2019). The developmental trend of transposed letter effects in masked priming. Journal of Experimental Child Psychology, 186, 117–130.
https://doi.org/10.1016/j.jecp.2019.05.007 Google Scholar |
Crossref
Coltheart, M., Davelaar, E., Jonasson, J. F., Besner, D. (1977). Access to the internal lexicon. In Dornic, S. (Ed.), Attention and performance VI (pp. 535–555). Lawrence Erlbaum.
Google Scholar
Comesaña, M., Soares, A. P., Marcet, A., Perea, M. (2016). On the nature of consonant/vowel differences in letter position coding: Evidence from developing and adult readers. British Journal of Psychology, 107, 651–674.
https://doi.org/10.1111/bjop.12179 Google Scholar |
Crossref
Davis, C. J . (1999). The self-organising lexical acquisition and recognition (SOLAR) model of visual word recognition. Unpublished doctoral dissertation, Australia: University of New South Wales.
Google Scholar
Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117, 713–758.
https://doi.org/10.1037/a0019738 Google Scholar |
Crossref
Davis, C. J., Castles, A., Iakovidis, E. (1998). Masked homophone and pseudohomophone priming in children and adults. Language and Cognitive Processes, 13, 625–651.
https://doi.org/10.1080/016909698386401 Google Scholar |
Crossref
Di Filippo, G., De Luca, M., Judica, A., Spinelli, D., Zoccolotti, P. (2006). Lexicality and stimulus length effects in Italian dyslexics: Role of the overadditivity effect. Child Neuropsychology, 12, 141–149.
https://doi.org/10.1080/09297040500346571 Google Scholar |
Crossref
Eddy, M. D., Grainger, J., Holcomb, P. J., Gabrieli, J. D. (2016). Orthographic and phonological processing in developing readers revealed by ERPs. Psychophysiology, 53, 1776–1783.
https://doi.org/10.1111/psyp.12763 Google Scholar |
Crossref
Faul, F., Erdfelder, E., Buchner, A., Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149–1160.
https://doi.org/10.3758/BRM.41.4.1149 Google Scholar |
Crossref
Faust, M. E., Balota, D. A., Spieler, D. H., Ferraro, F. R. (1999). Individual differences in information-processing rate and amount: Implications for group differences in response latency. Psychological Bulletin, 125, 777–799.
https://doi.org/10.1037/0033-2909.125.6.777 Google Scholar |
Crossref
Forster, K. I . (1998). The pros and cons of masked priming. Journal of Psycholinguistic Research, 27, 203–233.
https://doi.org/10.1023/A:1023202116609 Google Scholar |
Crossref
Forster, K. I., Davis, C. J., Schoknecht, C., Carter, R. (1987). Masked priming with graphemically related forms: Repetition or partial activation? Quarterly Journal of Experimental Psychology, 39A, 211–251.
https://doi.org/10.1080/14640748708401785 Google Scholar |
SAGE Journals
Fox, J., Weisberg, S. (2019). An R Companion to Applied Regression. SAGE.
https://socialsciences.mcmaster.ca/jfox/Books/Companion/ Google Scholar
Gomez, P., Marcet, A., Perea, M. (2021). Are better young readers more likely to confuse their mother with their mohter? Quarterly Journal of Experimental Psychology, 74, 1542–1552.
https://doi.org/10.1177/17470218211012960 Google Scholar |
SAGE Journals
Gomez, P., Perea, M. (2020). Masked identity priming reflects an encoding advantage in developing readers. Journal of Experimental Child Psychology, 199, Article 104911.
https://doi.org/10.1016/j.jecp.2020.104911 Google Scholar |
Crossref
Gomez, P., Ratcliff, R., Perea, M. (2008). The overlap model: A model of letter position coding. Psychological Review, 115, 577–600.
https://doi.org/10.1037/a0012667 Google Scholar |
Crossref
Grainger, J., Lété, B., Bertand, D., Dufau, S., Ziegler, J. C. (2012). Evidence for multiple routes in learning to read. Cognition, 123, 280–292.
https://doi.org/10.1016/j.cognition.2012.01.003 Google Scholar |
Crossref
Grainger, J., van Heuven, W. J. B. (2003). Modeling letter position coding in printed word perception. In Bonin, P. (Ed.), The mental lexicon (pp. 1–23). Nova Science.
Google Scholar
Hasenäcker, J., Schroeder, S. (2021). Transposed and substituted letter effects across reading development: A longitudinal study. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication.
https://doi.org/10.1037/xlm0001064 Google Scholar |
Crossref
Johnson, R. L. (2007). The flexibility of letter coding: Nonadjacent letter transposition effects in the parafovea. In Van Gompel, R., Fisher, M., Murray, W., Hill, R. L. (Eds.), Eye movements: A window on mind and brain (pp. 425–440). Elsevier.
https://doi.org/10.1016/b978-008044980-7/50021-5 Google Scholar |
Crossref
Kezilas, Y., McKague, M., Kohnen, S., Badcock, N. A., Castles, A. (2017). Disentangling the developmental trajectories of letter position and letter identity coding using masked priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 250–254.
https://doi.org/10.1037/xlm0000293 Google Scholar |
Crossref
Lenth, R. V. (2018). emmeans: Estimated marginal means, aka least-squares means.
https://cran.r-project.org/web/packages/emmeans/emmeans.pdf Google Scholar
Levy, R. (2014). Using R formulae to test for main effects in the presence of higher order interactions.
https://arxiv.org/abs/1405.2094 Google Scholar
Lo, S., Andrews, S. (2015). To transform or not to transform: Using generalized linear mixed models to analyse reaction time data. Frontiers in Psychology, 6, Article 1171.
https://doi.org/10.3389/fpsyg.2015.01171 Google Scholar |
Crossref
Lupker, S. J., Davis, C. J. (2009). Sandwich priming: A method for overcoming the limitations of masked priming by reducing lexical competitor effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 618–639.
https://doi.org/10.1037/a0015278 Google Scholar |
Crossref
Lupker, S. J., Perea, M., Davis, C. J. (2008). Transposed letter priming effects: Consonants, vowels and letter frequency. Language and Cognitive Processes, 23, 93–116.
https://doi.org/10.1080/01690960701579715 Google Scholar
Marconi, L., Ott, M., Pesenti, E., Ratti, D., Tavella, M. (1994). Lessico elementare: Dati statistici sull’italiano letto e scritto dai bambini delle elementari [Elementary lexicon: Statistical data on reading and writing productions of Italian from elementary school children.] Zanichelli.
Google Scholar
Marotta, G. (1987). Dittongo e iato: una difficile discriminazione [Diphthong and hiatus: A difficult discrimination]. Annali della Scuola Normale Superiore di Pisa, 17, 847–887.
Google Scholar
Norris, D., Kinoshita, S. (2008). Perception as evidence accumulation and Bayesian inference: Insights from masked priming. Journal of Experimental Psychology: General, 137, 433–455.
https://doi.org/10.1037/a0012799 Google Scholar |
Crossref
Norris, D., Kinoshita, S. (2012). Reading through a noisy channel: Why there’s nothing special about the perception of orthography. Psychological Review, 119, 517–545.
https://doi.org/10.1037/a0028450 Google Scholar |
Crossref
Pagán, A., Blythe, H. I., Liversedge, S. P. (2021). The influence of children’s reading ability on initial letter position encoding during a reading-like task. Journal of Experimental Psychology: Learning, Memory, and Cognition. 47, 1186–1203.
https://doi.org/10.1037/xlm0000989 Google Scholar |
Crossref
Paterson, K. B., Read, J., McGowan, V. A., Jordan, T. R. (2015). Children and adults both see “pirates” in “parties”: Letter-position effects for developing readers and skilled adult readers. Developmental Science, 18, 335–343.
https://doi.org/10.1111/desc.12222 Google Scholar |
Crossref
Perea, M., Acha, J. (2009). Does letter position coding depend on consonant/vowel status? Evidence with the masked priming technique. Acta Psychologica, 130, 127–137.
Google Scholar |
Crossref |
Medline |
ISI
Perea, M., Duñabeitia, J. A., Carreiras, M. (2008). Transposed-letter priming effects for close versus distant transpositions. Experimental Psychology, 55, 384–393.
https://doi.org/10.1027/1618-3169.55.6.384 Google Scholar |
Crossref
Perea, M., Lupker, S. J. (2003). Transposed-letter confusability effects in masked form priming. In Kinoshita, S., Lupker, S. J. (Eds.), Masked priming: State of the art (pp. 97–120). Psychology Press.
Google Scholar
Perea, M., Lupker, S. J. (2004). Can CANISO activate CASINO? Transposed-letter similarity effects with nonadjacent letter positions. Journal of Memory and Language, 51, 231–246.
https://doi.org/10.1016/j.jml.2004.05.005 Google Scholar |
Crossref
Perea, M., Marcet, A., Gómez, P. (2016). How do Scrabble players encode letter position during reading? Psicothema, 28, 7–12.
https://doi.org/10.7334/psicothema2015.167 Google Scholar
Perfetti, C. A. (2017). Lexical quality revisited. In Segers, E., van den Broek, P. (Eds.), Developmental perspectives in written language and literacy: In honor of Ludo Verhoeven (pp. 51–68). John Benjamins.
https://doi.org/10.1075/z.206.04per Google Scholar |
Crossref
Perfetti, C. A., Hart, L. (2002). The lexical quality hypothesis. In Verhoeven, L., Elbro, C., Reitsma, P. (Eds.), Precursors of functional literacy (pp. 189–214). John Benjamins.
https://doi.org/10.1075/swll.11.14per Google Scholar |
Crossref
Pollatsek, A., Well, A. D. (1995). On the use of counterbalanced designs in cognitive research: A suggestion for a better and more powerful analysis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 785–794.
https://doi.org/10.1037/0278-7393.21.3.785 Google Scholar |
Crossref
R Core Team (2020). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing.
https://www.R-project.org/ Google Scholar
Ratcliff, R., Love, J., Thompson, C. A., Opfer, J. E. (2012). Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses. Child Development, 83, 367–381.
https://doi.org/10.1111/j.1467-8624.2011.01683.x Google Scholar |
Crossref
Sartori, G., Job, R., Tressoldi, P. E. (1995). The battery for evaluating dyslexia and dysorthography. Edizioni Os.
Google Scholar
Schneider, W., Eschman, A., Zuccolotto, A. (2002). E-Prime User’s Guide. Pittsburgh: Psychology Software Tools, Inc.
Comments (0)