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Embedded stems as a bootstrapping mechanism for morphological parsing during reading development.

Elisabeth Beyersmann1, Jonathan Grainger2, Anne Castles1

  • 1Department of Cognitive Science and ARC Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, New South Wales 2109, Australia.

Journal of Experimental Child Psychology
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Summary

Children

Keywords:
Compound word processingEmbedded stemsLexical decisionMasked primingMorphological processingReading development

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Morphological parsing is crucial for reading development.
  • Understanding how children process compound words informs reading acquisition theories.
  • Previous research has explored morphological processing but less on early developmental stages.

Purpose of the Study:

  • To investigate if activating embedded words initiates abstract morphological parsing in children's reading.
  • To examine the developmental progression of compound word processing across different age groups.
  • To test the hypothesis of full decomposition in early reading.

Main Methods:

  • A masked priming lexical decision task was employed.
  • Participants included third-graders, fifth-graders, high school students, and adults.
  • Transparent (farmhouse-farm), opaque (butterfly-butter), and noncompound (sandwich-sand) word priming were compared.

Main Results:

  • Significant and equal priming effects were observed for both transparent and opaque compounds across all age groups.
  • No significant priming effect was found for noncompound words.
  • This pattern indicates early sensitivity to morphological structure.

Conclusions:

  • Youngest readers automatically identify embedded stems in compound words.
  • Children are sensitive to the full structure of compound words (full decomposition) from an early age.
  • Embedded stem activation is a foundational element in children's morphological processing during reading acquisition.