California State University San Bernardino, Palm Desert, CA, USA.
Universitat de València, València, Spain.
Q J Exp Psychol (Hove). 2021 Sep;74(9):1542-1552. doi: 10.1177/17470218211012960. Epub 2021 Apr 29.
One of the most replicated effects in the contemporary word recognition literature is the transposed-letter effect (TL effect): pseudowords created by the transposition of two letters (e.g., MOHTER) are often misread as the real word. This effect ruled out those accounts that assume that letter position is encoded accurately and led to more flexible coding schemes. Here, we examined whether reading skill modulates this effect. The relationship between reading skill and the TL effect magnitude is a contentious issue both empirically and theoretically. The present lexical decision experiment was designed to shed some light on the relationship between reading skill and the TL effect magnitude with a large sample of Grade 6 children. To that end, we conducted both multiple regression and path analyses. Results showed that a specific aspect of reading skills (pseudoword reading) negatively correlates with the TL effect's magnitude in the error data (i.e., MOHTER is less wordlike for better readers). This finding highlights the need for a comprehensive visual-word recognition model that includes individual variability and the multidimensional character of reading in school-age children.
当代文字识别文献中最具重复性的效应之一是字母换位效应（TL 效应）：通过将两个字母换位而创建的伪词（例如，MOHTER）通常会被误读为真实单词。这种效应排除了那些假设字母位置被准确编码的解释，并导致了更灵活的编码方案。在这里，我们研究了阅读技能是否会调节这种效应。阅读技能与 TL 效应大小之间的关系在经验和理论上都是一个有争议的问题。本词汇判断实验旨在通过大量六年级儿童的样本，阐明阅读技能与 TL 效应大小之间的关系。为此，我们进行了多元回归和路径分析。结果表明，阅读技能的一个特定方面（伪词阅读）与错误数据中 TL 效应的大小呈负相关（即，对于更好的读者，MOHTER 不太像单词）。这一发现强调了需要一个全面的视觉词汇识别模型，该模型包括个体差异和学龄儿童阅读的多维特征。
