Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input
Rachel Hayes-Harb, Janet Nicol, Jason Barker
We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their "meanings". They were later tested on their memory of the words via an auditory word-picture matching test. While all three groups of participants heard the same auditory stimuli and saw the same pictures, the groups differed with respect to the written stimuli that accompanied each item during training. Some participants were presented with written forms for the auditory labels that were consistent with English spelling conventions (e.g., spelled form <kamad>, auditory form [kamed]), while others saw written forms that were not consistent with English spelling conventions (e.g., spelled form <kamand>, auditory form [kamed]), and a third group of participants was presented with no written forms. Participants who saw written forms that were not consistent with English spelling conventions showed interference from the words' spelled forms at test. This finding provides evidence for a relationship between orthographic and phonological representations for newly-learned words.
Language and speech
Published - Aug 27 2010
phoneme-grapheme correspondence
Linguistics and Language
Speech and Hearing
Fingerprint Dive into the research topics of 'Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input'. Together they form a unique fingerprint.
written form Social Sciences
New Words Arts & Humanities
Orthographic Arts & Humanities
Hearing Arts & Humanities
English Spelling Arts & Humanities
stimulus Social Sciences
Hayes-Harb, R., Nicol, J., & Barker, J. (2010). Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input. Language and speech, 53(3), 367-381. https://doi.org/10.1177/0023830910371460
Learning the Phonological Forms of New Words : Effects of Orthographic and Auditory Input. / Hayes-Harb, Rachel; Nicol, Janet; Barker, Jason.
In: Language and speech, Vol. 53, No. 3, 27.08.2010, p. 367-381.
Hayes-Harb, R, Nicol, J & Barker, J 2010, 'Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input', Language and speech, vol. 53, no. 3, pp. 367-381. https://doi.org/10.1177/0023830910371460
Hayes-Harb R, Nicol J, Barker J. Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input. Language and speech. 2010 Aug 27;53(3):367-381. https://doi.org/10.1177/0023830910371460
Hayes-Harb, Rachel ; Nicol, Janet ; Barker, Jason. / Learning the Phonological Forms of New Words : Effects of Orthographic and Auditory Input. In: Language and speech. 2010 ; Vol. 53, No. 3. pp. 367-381.
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title = "Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input",
abstract = "We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their {"}meanings{"}. They were later tested on their memory of the words via an auditory word-picture matching test. While all three groups of participants heard the same auditory stimuli and saw the same pictures, the groups differed with respect to the written stimuli that accompanied each item during training. Some participants were presented with written forms for the auditory labels that were consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), while others saw written forms that were not consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), and a third group of participants was presented with no written forms. Participants who saw written forms that were not consistent with English spelling conventions showed interference from the words' spelled forms at test. This finding provides evidence for a relationship between orthographic and phonological representations for newly-learned words.",
keywords = "language learning, orthography, phoneme-grapheme correspondence, phonology, second language",
author = "Rachel Hayes-Harb and Janet Nicol and Jason Barker",
journal = "Language and Speech",
T1 - Learning the Phonological Forms of New Words
T2 - Effects of Orthographic and Auditory Input
AU - Hayes-Harb, Rachel
AU - Nicol, Janet
AU - Barker, Jason
N2 - We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their "meanings". They were later tested on their memory of the words via an auditory word-picture matching test. While all three groups of participants heard the same auditory stimuli and saw the same pictures, the groups differed with respect to the written stimuli that accompanied each item during training. Some participants were presented with written forms for the auditory labels that were consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), while others saw written forms that were not consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), and a third group of participants was presented with no written forms. Participants who saw written forms that were not consistent with English spelling conventions showed interference from the words' spelled forms at test. This finding provides evidence for a relationship between orthographic and phonological representations for newly-learned words.
AB - We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their "meanings". They were later tested on their memory of the words via an auditory word-picture matching test. While all three groups of participants heard the same auditory stimuli and saw the same pictures, the groups differed with respect to the written stimuli that accompanied each item during training. Some participants were presented with written forms for the auditory labels that were consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), while others saw written forms that were not consistent with English spelling conventions (e.g., spelled form , auditory form [kamed]), and a third group of participants was presented with no written forms. Participants who saw written forms that were not consistent with English spelling conventions showed interference from the words' spelled forms at test. This finding provides evidence for a relationship between orthographic and phonological representations for newly-learned words.
KW - language learning
KW - orthography
KW - phoneme-grapheme correspondence
KW - second language
JO - Language and Speech
JF - Language and Speech