Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language Development01:22

Language Development

617
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
617
Language and Cognition01:27

Language and Cognition

540
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
540
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

2.3K
Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
2.3K
Components of Language01:24

Components of Language

562
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
562
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

789
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
789
Structuralism01:26

Structuralism

2.7K
Structuralism, an early psychological theory developed by Wilhelm Wundt and his student Edward Bradford Titchener, sought to dissect the human mind into its most fundamental components. Wundt's groundbreaking work in his laboratory set the stage for Titchener to define structuralism's goal as cataloging the "atoms" of the mind—sensations, images, and feelings—akin to how chemists identify elements of matter.
Titchener's approach to structuralism was unique. He...
2.7K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Unconscious semantic processing: Insights from metaphorical priming.

Consciousness and cognition·2026
Same author

Statistical learning and reading: Visual regularities support affix detection in developing readers.

Child development·2026
Same author

On the Relationship between Reading Abilities and Word Properties Involved in Word Recognition.

Journal of cognition·2026
Same author

Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age.

Advances in methods and practices in psychological science·2025
Same author

Same same but different: The graded influence of vowel quality and prosodic prominence on letter detection.

Quarterly journal of experimental psychology (2006)·2024
Same author

Top-down feedback normalizes distortion in early visual word recognition: Insights from masked priming.

Psychonomic bulletin & review·2024

Related Experiment Video

Updated: Nov 11, 2025

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
08:32

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

5.8K

Does morphological structure modulate access to embedded word meaning in child readers?

Jana Hasenäcker1, Olga Solaja2, Davide Crepaldi2

  • 1International School for Advanced Studies (SISSA), via Bonomea 265, 34136, Trieste, Italy. janahasenaecker@gmail.com.

Memory & Cognition
|March 23, 2021
PubMed
Summary
This summary is machine-generated.

Beginning readers activate embedded word meanings, even with suffixes. This study shows orthographic stems influence semantic access, with pseudosuffixes slightly amplifying the effect in children

Keywords:
Embedded word identificationMorphological processingReading developmentSemantic categorizationVisual word recognition

More Related Videos

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

6.4K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.0K

Related Experiment Videos

Last Updated: Nov 11, 2025

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
08:32

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

5.8K
Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

6.4K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.0K

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Beginning readers are sensitive to embedded word meanings (e.g., CROW in CROWN).
  • Developing readers recognize word morphological structure (e.g., TEACHER).
  • The interplay between orthographic and morphological processing in semantic activation during reading is not fully understood.

Purpose of the Study:

  • To investigate semantic access to orthographically embedded words in developing readers.
  • To determine the role of suffixes in this semantic activation process.
  • To examine how these reading processes evolve across elementary school grades.

Main Methods:

  • Eighty Italian elementary school children (grades 3-5) participated.
  • Participants performed word category decisions (e.g., 'Is CARROT a food?').
  • Target words contained category-congruent embedded stems (e.g., CORN in CORNER), with stems either followed by a pseudosuffix (CORN-ER) or a non-morphological ending (PEA-CE).

Main Results:

  • Words were more difficult to reject when containing a category-congruent embedded stem.
  • This semantic facilitation effect occurred with and without pseudosuffixes.
  • The effect was more pronounced in error rates when pseudosuffixes were present.

Conclusions:

  • Orthographic stems are activated and feed into semantic processing irrespective of morphological structure.
  • Suffix-like endings may play a strategic role in the decision-making process during reading.
  • Findings shed light on the developmental interaction of orthographic and morphological processing in reading.