title: Basic processes in reading: a critical review of pseudohomophone effects in reading aloud and a new computational account.
abstract: There are pervasive lexical influences on the time that it takes to read aloud novel letter strings that sound like real words (e.g., brane from brain). However, the literature presents a complicated picture, given that the time taken to read aloud such items is sometimes shorter and sometimes longer than a control string (e.g.,frane) and that the time to read aloud is sometimes affected by the frequency of the base word and other times is not. In the present review, we first organize these data to show that there is considerably more consistency than has previously been acknowledged. We then consider six different accounts that have been proposed to explain various aspects of these data. Four of them immediately fail in one way or another. The remaining two accounts may be able to explain these findings, but they either make counterintuitive assumptions or invoke a novel mechanism solely to explain these findings. A new account is advanced that is able to explain all of the effects reviewed here and has none of the problems associated with the other accounts. According to this account, different types of lexical knowledge are used when pseudohomophones and nonword controls are read aloud in mixed and pure lists. This account is then implemented in Coltheart, Rastle, Perry, Langdon, and Ziegler's (2001) dual route cascaded model in order to provide an existence proof that it accommodates all of the effects, while retaining the ability to simulate three standard effects seen in nonword reading aloud.
authors.affiliation: Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada. mg2reynolds@uwaterloo.ca
authors.forename: Michael
authors.initials: M
authors.lastname: Reynolds
authors.forename: Derek
authors.initials: D
authors.lastname: Besner
mesh_terms: D003627:Data Interpretation, Statistical; D006801:Humans; D008432:Mathematical Computing; D010153:Paired-Associate Learning; D010700:Phonetics; D011578:Psycholinguistics; D011930:Reaction Time; D011932:Reading; D012660:Semantics; D012691:Serial Learning; D014705:Verbal Behavior; D014706:Verbal Learning; D014956:Writing