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254Appendice IImay depend on their frequency of occurrence, that is, on the number of times that they have been experiencedand associated with their phonological counterpart. Following Laberge and Samuel (1974), we conclude thatthe development of higher-order reading units during reading acquisition is a critical feature of skilled visualword recognition.REFERENCESBaayen, R. H., Piepenbrock, R., & van Rijn, H., 1993. The CELEX Lexical Database (CD-ROM). Linguistic DataConsortium, University of Pennsylvania, Philadelphia, PA.Berndt, R. S., Lynne D’Autrechy, C., & Reggia, J. A., 1994. Functional pronunciation units in English words.Journal of Experimental Psychology : Learning, Memory and Cognition 20, 977-991.Berndt, R. S., Reggia, J. A., & Mitchum, C. C., 1987. Empirically derived probabilities for grapheme-to-phonemecorrespondences in English. Behavior Research Methods, Instruments, & Computers 19, 1-9.Bowey, J. A., 1990. Orthographic onsets and rimes as functional units of reading. Memory and Cognition 18, 419-427.Bowey, J. A., 1993. Orthographic rime priming. The Quarterly Journal of Experimental Psychology 46A, 247-271.Brown, G. D. A., & Watson, F. L., 1994. Spelling-to-sound effect in single word reading. British Journal of Psychology85, 181-202.Coltheart, M., 1978. Lexical access in simple reading tasks. In : Underwood, G. (Ed.), Strategies of InformationProcessing. London : Academic Press.Coltheart, M., Curtis, B., Atkins, P., & Haller, H., 1993. Models of reading aloud : Dual-route and paralleldistributed-processingapproaches. Psychological Review 100, 589-608.Content, A., 1991. The effect of spelling-to-sound regularity on naming in French. Psychological Research 53, 3-12.Content, A., Mousty, P., & Radeau, M., 1990. BRULEX : Une base de données lexicales informatisée pour le Françaisécrit et parlé. L’Année Psychologique 90, 551-566.Derouesne, J., & Beauvois, M. F., 1979. Phonological processing in reading : data from alexia. Journal of Neurology,Neurosurgery, and Psychiatry 42, 1125-1132.Ferrand, L., Segui, J., & Grainger, J., 1996. Masked priming of words and picture naming : The role of syllabicunits. Journal of Memory and Language 35, 708-723.Ferrand, L., Segui, J., & Humphreys, G. W., 1996. The syllable’s role in word naming. Memory and Cognition 25 ,458-470.Feustel, T. L., Shiffrin, R. M., & Salasoo, A., 1983. Episodic and lexical contributions to the repetition effect inword identification. Journal of Experimental Psychology : General 112, 309-346.Gibson, E. J., Pick, A. D., Osser, H., & Hammond, M., 1962. The role of grapheme-phoneme correspondence in theperception of words. American Journal of Psychology 75, 554-570.Grainger, J., & Segui, J., 1990. Neighborhood frequency effects in visual word recognition : A comparison of lexicaldecision and masked identification latencies. Perception & Psychophysics 47, 191-198.Henderson, L., 1985. On the use of the term ‘grapheme’. Language and Cognitive Processes 2, 135-148.Jacobs, A. M., Rey, A., Ziegler, J. C., & Grainger, J., 1998. MROM-P : An interactive activation, multiple read-outmodel of orthographic and phonological processes in visual word recognition. In : J. Grainger & A. M. Jacobs(Eds.). Localist connectionist approaches to human cognition. Hillsdale, NJ : Lawrence Erlbaum Associates, pp.147-188.Jakobson, R., Fant, M. & Halle, M., 1952. Le concept de trait distinctif. Preliminaries to speech analysis. Cambridge(Mass.) : The M.I.T. Press.Laberge, D., & Samuel, S. J., 1974. Toward a theory of automatic information processing in reading. CognitivePsychology 6, 293-323.Peereman, R., & Content, A., 1997. Orthographic and phonological neighborhood in naming : Not all neighborsare equally influential in orthographic space. Journal of Memory and Language 37, 382-410.Prinzmetal, W., Treiman, R., & Rho, S., 1986. How to see a reading unit. Journal of Memory and Language 25, 461-475.Rapp, B. C., 1992. The nature of sublexical orthographic organization : The bigram trough hypothesis examined.Journal of Memory and Language 31, 33-53.Rastle, K. & Coltheart, M. (1998). Whammy and double whammy : Length effects in nonword naming. PsychonomicBulletin and Review, 5, 277-282.Rey, A., Jacobs, A. M., Chesnet, D., Bijeljac-Babic, R., & Grainger, J., submitted. LIP : A Luminance IncreasingProcedure.Snodgrass, J. G., & Poster, M., 1992. Visual-word recognition thresholds for screen-fragmented names of the Snodgrassand Vanderwart pictures. Behavior Research Methods, Instruments,& Computers 24, 1-15.Spoehr, K. T., & Smith, E. E., 1973. The role of syllables in perceptual processing. Cognitive Psychology 5, 71-89.Taft, M., 1979. Lexical access via an orthographic code : The basic orthographic syllabic structure (BOSS). Journalof Verbal Learning and Verbal Behavior 18, 21-39.Treiman, R., 1989. The internal structure of the syllable. In : G. Carlson & M. Tanenhaus (Eds.), Linguistic structurein language processing. Dordrecht, The Netherlands : Kluwer.Treiman, R., & Chafetz, J., 1987. Are there onset- and rime- like units in written words ? In : M. Coltheart (Ed.),Attention & Performance XII. London : Erlbaum.Treiman, R., Goswami, U., & Bruck, M., 1990. Not all words are alike : Implications for reading development andtheory. Memory and Cognition 18, 559-567.Treiman, R., Mullennix, J., Bijeljac-Babic, R., & Richmond-Welty, E. D., 1995. The special role of rimes in thedescription, use, and acquisition of English orthography. Journal of Experimental Psychology 124, 107-136.
Appendice II 255Treiman, R., & Zukowski, A., 1988. Units in reading and spelling. Journal of Memory and Language 27, 466-477.Venezky, R. L., 1970. The structure of English orthography. The Hague : Mouton.Voker, J. R., Baker, J. G., Hayman, G., & Jacoby, L. L., 1986. Perceptual identification of visually degraded stimuli.Behavior Research Methods, Instruments, & Computers 18, 1-9.Warrington, E. K., & Weiskrantz, L., 1968. New method of testing long-term retention with special reference toamnesic patients. Nature 217, 972-974.Waters, G. S., & Seidenberg, M. S., 1985. Spelling-sound effects in reading : Time course and decision criteria.Memory and Cognition 13, 557-572.Wise, B. W., Olson, R. K., & Treiman, R., 1990. Subsyllabic units in computerized reading instruction : Onset-rimevs. postvowel segmentation. Journal of Experimental Child Psychology 49, 1-19.Ziegler, J., Rey, A., & Jacobs, A. M., 1998. Simulating individual word identification thresholds and errors in thefragmentation task. Memory & Cognition 26, 490-501.
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UNIVERSITÉ DE PROVENCE, AIX-MARSEI
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Ce travail clôt un cycle de format
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CHAPITRE 7 : LE FUM . . . . . . . .
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8IntroductionPour cela, notre domai
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10Introduction• au niveau lexical
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12Introduction• sa forme visuelle
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14IntroductionAprès avoir posé le
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16Méthodologiespulations sur les i
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18Méthodologies2.1. Protocoles exp
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20Méthodologiessi le stimulus se t
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22MéthodologiesCertaines études t
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24Méthodologiestes, on obtient des
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26Méthodologies1996 ; Peter & Turv
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28Méthodologiesles performances da
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30Méthodologies6 %8%10%15%30%50%80
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32MéthodologiesMatériel expérime
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34Méthodologiesentraîne le masqua
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36MéthodologiesLe même résultat
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38Méthodologies120100Situation Sta
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Chapitre 3Orthographe et phonologie
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42Orthographe et Phonologie3.1. Var
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44Orthographe et PhonologieLa Figur
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46Orthographe et PhonologieJacobs,
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48Orthographe et Phonologiedans la
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50Orthographe et PhonologieDans l
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52Orthographe et Phonologieteurs du
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54Orthographe et PhonologieGoldstei
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56Orthographe et Phonologietion est
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58Orthographe et Phonologierand, 19
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60Orthographe et Phonologieplus ad
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62Orthographe et Phonologie3.2.3.1.
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64Orthographe et PhonologiePlus ré
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66Orthographe et PhonologieUne autr
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68Orthographe et Phonologiedeux var
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Chapitre 4Modèles de la perception
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72Modèles de la perception visuell
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98MROM-pspécifier leur lien avec l
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100MROM-pphonèmes reliés par un r
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102MROM-pLorsque le modèle génèr
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104MROM-pque ce système artificiel
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106Unités de la lecturelinguistiqu
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108Unités de la lecture22606TR (ms
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110Unités de la lecturemes. Aussi
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112Unités de la lecturephonologiqu
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114Unités de la lectureelle-même
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116Unités de la lecture6.3. Expér
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118Unités de la lectureRead est qu
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120Unités de la lectureces modèle
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122Unités de la lecturechapitre su
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124FUMmultiples existant au sein de
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126FUMpar Berndt, Lynne D'Autrechy
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128FUMcessus de compétition et du
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130FUMgène et suit les principes c
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132FUMPseudohomophonesContrôles Or
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134FUM61023TR (ms) Seidenberg et al
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136FUMportementaux et les résultat
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138FUMà une entité extérieure au
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Chapitre 8Des prédictionsau niveau
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142Des prédictions au niveau des m
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166Les mots polysyllabiquesmots mon
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168Les mots polysyllabiquesTableau
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170Les mots polysyllabiques9.2. Exp
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172Les mots polysyllabiques19001890
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174Les mots polysyllabiquesnexe XI
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176Les mots polysyllabiques9.4. Dis
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178ConclusionConclusion« La grande
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180Conclusionplutôt un système o
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182Conclusiontester les prédiction
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184BibliographieAderman, D., & Smit
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186BibliographieBrysbaert, M., Vitu
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188BibliographieFerrand, L., Segui,
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190BibliographieGrainger, J., & Jac
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192BibliographieKay, J., & Bishop,
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194BibliographieMewhort, D. J. K.,
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196BibliographiePerea, M., & Pollat
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198BibliographieSeidenberg, M. S.,
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200BibliographieTreiman, R., & Zuko
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202AnnexesAnnexes
Page 204 and 205: 204AnnexesAnnexe II : Temps de rép
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Page 212 and 213: 212AnnexesAnnexe VI : Liste des 120
Page 214 and 215: 214AnnexesAnnexe VII : Détail des
Page 216 and 217: 216AnnexesSujets Stim. Erreur Sujet
Page 218 and 219: 218AnnexesSujet Moyenne % Err ES Su
Page 220 and 221: 220AnnexesAnnexe X : Stimuli employ
Page 222 and 223: 222AnnexesAnnexe XI : Stimuli emplo
Page 224 and 225: 224Appendice IMROM-P : An interacti
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Page 228 and 229: 228Appendice Isummed frequency of f
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Page 232 and 233: 232Appendice Ito an orthographic le
Page 234 and 235: 234Appendice IFigure 6 gives an ill
Page 236 and 237: 236Appendice Iestimator set study,
Page 238 and 239: 238Appendice ISTEP 3. CRITERION SET
Page 240 and 241: 240Appendice Iteractive processes o
Page 242 and 243: 242Appendice INotwithstanding, a no
Page 244 and 245: 244Appendice I1994). Our stratagem
Page 246 and 247: 246Appendice ILass, U. (1995). Einf
Page 248 and 249: 248Appendice IAPPENDIXA1. Cleaning
Page 250 and 251: 250Appendice IIA phoneme effect in
Page 252 and 253: 252Appendice IIAs shown in Table 1,
Page 256 and 257: Appendice III
Page 258 and 259: 258Appendice IIIHowever, an unsolve
Page 260 and 261: 260Appendice IIIgrapheme compared t
Page 262 and 263: 262Appendice IIIRead, J. D. (1983).
Page 264: 264Appendice IIIAppendix AMean resp
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