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Related Experiment Video

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The Trier Social Stress Test Protocol for Inducing Psychological Stress

The Trier Social Stress Test Protocol for Inducing Psychological Stress

Published on: October 19, 2011

Cues to stress assignment in reading aloud.

Maria Ktori¹, Petroula Mousikou¹, Kathleen Rastle¹

¹Department of Psychology, Royal Holloway, University of London.

Journal of Experimental Psychology. General

|January 9, 2018

Summary

This study reveals how sublexical cues like prefixation, orthographic weight, and vowel length influence stress assignment in polysyllabic word reading. These cues impact reading aloud even within sentence contexts, overriding syntactic and rhythmic factors.

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Area of Science:

Psycholinguistics
Cognitive Psychology
Computational Linguistics

Background:

Reading aloud research has primarily focused on single-syllable words, neglecting polysyllabic word challenges like stress assignment.
The influence of sentence-level stress cues (syntax, rhythm) on word reading aloud remains largely unknown.

Purpose of the Study:

To document the individual effects of sublexical cues on stress assignment in English single-word reading.
To determine how sublexical cues interact with contextual stress factors during sentence reading.

Main Methods:

Experiments 1-3: Participants read aloud nonwords manipulated for prefixation, orthographic weight, and vowel length to assess stress assignment.
Experiment 4: Examined the influence of these sublexical cues on stress assignment within sentence reading contexts.

Main Results:

Prefixation, orthographic weight, and vowel length individually influenced second-syllable stress assignment in single-word reading.
Sublexical cues affected stress assignment in sentences, even when higher-level syntactic and rhythmic cues were present.

Conclusions:

Sublexical factors play a significant role in polysyllabic word stress assignment during reading aloud.
Findings inform rule-based, connectionist, and Bayesian models of reading aloud and have implications for understanding reading disorders.