Lexical and sublexical feedback in auditory word recognition.
Currently, there are two qualitatively different model classes in the field of spoken language understanding. Autonomous models allow only bottom-up information flow, whereas interactive models allow higher level representations (e.g., lexical) to affect processing at lower levels (e.g., phonemic). Part 1 of the present study included a test of a prediction that differentiates the two model classes: Is phoneme monitoring faster for targets in real words than in pseudowords, even before the word could in principle be recognized? The results indicate that this lexical advantage does occur, in accord with the predictions of interactive models. In Part 2, speech compression and expansion were used to assess the sufficiency or necessity of bottom-up evidence and of processing time in accomplishing lexical access. The results of Parts 1 and 2 suggested that in addition to the lexical effects posited by current models, sublexical activation may also play an important role. Data are presented in Part 3 that support this interpretation. Collectively, the results in the current study support interactive models of lexical processing, but require additional sublexical processes as well.
Pitt
M A
MA
Ohio State University, USA.
Samuel
A G
AG
D000328:Adult; D001288:Attention; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010700:Phonetics; D011578:Psycholinguistics; D011930:Reaction Time; D012660:Semantics; D013067:Speech Perception