PROCESSING OF ALTERNATED AND INVERSE FONTS IN WORD RECOGNITION BY NATIVE AND NONNATIVE SPEAKERS OF ENGLISH
Abstract
This study investigates the processing of alternated and inverse fonts in word recognition by both native and nonnative speakers of English. The abstract highlights the importance of font variation in visual word recognition and explores its impact on native and nonnative language processing. The study utilizes a combination of experimental tasks, such as lexical decision and reading aloud, to examine participants' accuracy and reaction times in recognizing words presented in alternated and inverse fonts. The findings shed light on the influence of font manipulation on word recognition processes among native and nonnative speakers of English. This study contributes to our understanding of the cognitive mechanisms involved in visual word recognition and has implications for second language acquisition and reading instruction.
Keywords
Alternated fonts, inverse fonts, word recognitionHow to Cite
References
Adams, M. J., 1990. Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Akamatsu, N., 1999. The effects of first language orthographic features on word recognition processing in English as a second language. Reading and Writing: An Interdisciplinary Journal, 11, pp.381-403.
Akamatsu, N., 2003. The effects of first language orthographic features on second language reading in text. Language Learning, 53, pp.207-231.
Brown, G. D. A., & Deavers, R. P., 1999. Units of analysis in nonword reading: Evidence from children and adults. Journal of Experimental Child Psychology, 73, pp.208–242.
Chikamatsu, N., 2006. Developmental word recognition: A study of L1 English readers of L2 Japanese. Modern Language Journal, 90, pp.67-85.
Frost, R., Katz, L., & Bentin, S., 1987. Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, pp.104-115.
Frost, R., 1994. Prelexical and postlexical strategies in reading: Evidence from a deep and a shallow orthography. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, pp.116-129.
Pae, H. K., 2011. Is Korean a syllabic alphabet or an alphabetic syllabary? Writing Systems Research, 3(2), pp.103-115.
Plaut, D. C., McClelland, J. L., Siedenberg, M. S., & Pattterson, K., 1996. Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, pp.56-115.
Rastle, K., & Coltheart, M., 1999. Lexical and nonlexical phonological priming in reading aloud. Journal of Experimental Psychology, 25, pp.461-481.
Seidenberg, M. S., & McClelland, J. L., 1989. A distributed, developmental model of word recognition and naming. Psychological Review, 96, pp.523-568.
License
Copyright (c) 2023 Hye-Won Lee
This work is licensed under a Creative Commons Attribution 4.0 International License.
