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Group Design

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...

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An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

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Are people consistent when reading nonwords aloud on different occasions?

Anastasia Ulicheva¹, Max Coltheart², Oxana Grosseck³

¹Department of Psychology, Royal Holloway, University of London, Egham, TW20 0EX, UK. Ana.Ulicheva@rhul.ac.uk.

Psychonomic Bulletin & Review

|May 14, 2021

Summary

Adults show significant variability when reading nonwords aloud, even across multiple sessions. This inconsistency, particularly with ambiguous spellings, challenges the assumption that nonword reading solely reflects stable spelling-sound knowledge.

Keywords:

Individual differences Nonword reading Reading aloud Reading experience Variability Spelling–sound

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Area of Science:

Cognitive Psychology
Psycholinguistics
Reading Science

Background:

Nonword reading tasks are crucial for understanding reading mechanisms and assessing reading ability.
Current models often assume stable spelling-sound correspondences guide nonword pronunciation.

Purpose of the Study:

To investigate the variability in adult nonword reading performance across repeated sessions.
To examine factors influencing pronunciation variability, specifically grapheme-to-phoneme ambiguity.

Main Methods:

Adult participants repeatedly read a set of 50 nonwords over five separate sessions.
Analysis focused on intraparticipant consistency and the impact of grapheme ambiguity on pronunciation variation.

Main Results:

Significant session-to-session variability was observed in nonword pronunciation by the same individuals.
Nonwords with ambiguous graphemes (multiple pronunciations) elicited greater intraparticipant variation.
Pronunciation frequencies shifted over time, with some responses becoming more common and others less so.

Conclusions:

Nonword reading is not a static reflection of long-term spelling-sound knowledge but exhibits dynamic variability.
Understanding the mechanisms of this variability is essential for accurately interpreting individual differences in reading skills.
Snapshot assessments of nonword reading may not fully capture an individual's reading capabilities due to this inherent variability.