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When less is more: feedback, priming, and the pseudoword superiority effect.

Stéphanie Massol1, Katherine J Midgley, Phillip J Holcomb

  • 1Laboratoire de Psychologie Cognitive (LPC), CNRS et Université de Provence, Bat. 9, Case D, 3, place Victor Hugo, 13331 MARSEILLE Cedex 3, France. Stephanie.massol@univ-provence.fr

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This study used electrophysiology to examine how word neighbors influence processing of nonwords. Pronounceable nonwords showed stronger priming effects than consonant strings, suggesting feedback from whole-word representations.

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Area of Science:

  • Cognitive Neuroscience
  • Psycholinguistics
  • Electrophysiology

Background:

  • Orthographic processing is crucial for reading.
  • Understanding how the brain processes nonwords provides insights into word recognition mechanisms.
  • Masked priming is a technique used to study implicit memory and cognitive processes.

Purpose of the Study:

  • To investigate orthographic priming effects on nonword targets using electrophysiological recordings.
  • To compare priming effects between pronounceable nonwords and consonant strings.
  • To explore the role of whole-word orthographic representations in nonword processing.

Main Methods:

  • Combined masked priming with electroencephalography (EEG).
  • Used pronounceable nonwords (e.g., STRENG) and consonant strings (e.g., STRBNG) as targets.
  • Employed same-target priming and word-neighbor priming paradigms.

Main Results:

  • Pronounceable nonwords elicited larger negativities than consonant strings from 290ms post-target onset.
  • Priming effects were generally stronger and longer-lasting for pronounceable nonwords.
  • Consonant strings showed early word-neighbor priming without repetition priming, while pronounceable nonwords showed both.

Conclusions:

  • Evidence suggests feedback from whole-word orthographic representations influences nonword processing.
  • The findings highlight differences in processing between pronounceable nonwords and consonant strings.
  • This study contributes to understanding the interaction between prelexical and whole-word levels of orthographic processing.