Learning, Representing, and Generalizing Word Knowledge

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Extended Abstract
The English language requires a mastery of reading where learners can identify correspondences between strings of letters and their pronunciations. On the one hand, this kind of mapping is consistent where strings of letters are pronounced the same way in many words. Such regularities can simplify the process of reading mastery. However, some irregularities exist, which learners also need to master. While such irregularities may present significant challenges to English learners, some individuals proceed to become proficient readers. Hence, despite the existence of irregular types, learners present minimal interference when dealing with any of the types of items.
In the experiment, three variables were manipulated. The first one was Orthographic Levenstein distance. The variable did not suppress the interaction between item type and training. However, Orthographic Levenstein distance demonstrated an independent effect in its right. The second variable was positional bigram frequency which tested the effect of other sublexical differences. The variable interacted with training to a significant degree when dealing with probes. However, the interaction was marginal when focusing on anchors. The variable demonstrated that regularization was lower for the more frequent bigrams after the training of the participants. The last variable was the length in letters. Here, the investigators examined if the effects could be a result of word length. The length in letters did not have any effect on item type and training.<...