Philip H K Seymour
Biographic Data
| ID | 2749560 |
|---|---|
| NAME | Philip H K Seymour |
| GIVEN NAMES | Philip H K |
| FAMILY NAME | Seymour |
| SIGNATURE | SEYMOUR P H K |
| AFFILIATIONS | University of Dundee |
| ORCID | 0009-0004-5012-8114 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 119 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 3 |
The effects of training of morphological structure on spelling derived words by dyslexic adolescents
This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross-sectional ability level-design was employed in order to determine differences in response to instruction between dyslexic students aged 13+years and age-matched and spelling level matched control groups. The study was based on the word-pair paradigm (a base and derived word) and combined oral instru…
Rimes and superrimes
The study investigated the extension of rhyme awareness to disyllabic stimuli. Three experiments are reported which examine the disyllabic rhyme production skills of adults and of children in their first, second or third year of schooling. Stress pattern and phonological rime and superrime neighbourhood density were manipulated. Rhyming skills were influenced by stress pattern. With initial stress, rhyming responses were based predominantly on th…
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
Foundation literacy acquisition in European orthographies
Several previous studies have suggested that basic decoding skills may develop less effectively in English than in some other European orthographies. The origins of this effect in the early (foundation) phase of reading acquisition are investigated through assessments of letter knowledge, familiar word reading, and simple nonword reading in English and 12 other orthographies. The results confirm that children from a majority of European countries…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Structure of Facial Semantics
Individual cognitive analysis of competent and impaired reading
A cognitive model of basic reading functions is described together with experimental procedures that may be used to investigate the efficiency and operation of its components in individual subjects. Illustrative results obtained from competent and impaired readers aged about 11 years are presented. Competent reading, defined in terms of efficiency within a morphemic route to phonology, may be achieved despite quite marked inefficiencies in adjace…
Semantic and pragmatic factors in the representation of ?near? and ?far
Semantic and structural coding of the months
Semantic and structural properties of the months were investigated in a descriptive study, and in a series of experiments involving Yes‐No decisions about month names. The data were characterized by boundary effects (increases in RT near transitions between structurally or semantically defined divisions of the series) and by variations in the size of a response effect (difference between Yes and No RT). This month x response interaction was inter…
Intelligence and semantic judgement time
An information‐processing analysis of intelligence proposed by Eysenck and Furneaux was examined in an experimental study of semantic categorization and free recall by 11 year old children of varying intelligence. Although the general level of the reaction time in the categorization task was inversely related to intelligence, predicted relationships with error frequency and the slope of the memory search function were not obtained. The subjects' …
A Model for Reading, Naming and Comparison
Morton (1968) has described a general model for word recognition and other language-processing tasks. In this paper, Morton's model is used as a framework for discussion of a number of tasks in which a measure is taken of the latency to read words, name objects or compare printed names and objects. In order to accommodate these tasks, the basic model has been elaborated to include separate access and exit channels for verbal and pictorial stimuli…
Representational Processes in Comprehension of Printed Words
Three studies of the latency of response initiation for complex classifications of the word–shape configurations circle /CIRCLE, square /SQUARE, square /CIRCLE and circle /SQUARE are reported. Delays in response initiation, attributable to discrepancy between the display components, or the order of reporting identities and congruence, or alterations in the processing demands imposed on the subject, were analysed with the aim of formulating some c…
Response Latencies in Classification of Word—shape Pairs
The experiment examined classification times for the four word—shape pairs produced by combining the labels square and circle with the shapes square and circle . Times were obtained for each of the three possible 2:1 mappings of the four display pairs to the verbal responses ‘yes’ and ‘no’. These define three conditions in which the basis of the classification is respectively the shape , the label , or both the label and the shape . Classificatio…
Registration of the Characteristics of a Physical System
Task‐analysis techniques (Gagné, 1962, 1967) were used to generate hypotheses about the order of difficulty of tasks involving a sonometer, a physical system in which the pitch of a note is reciprocally dependent on the length and tension of a vibrating string. Predictions relating task performance to level of mental maturity were formulated on the basis of results reported by Inhelder & Piaget (1958) for similar systems. Administration of the ta…
Response Latencies in Judgements of Spatial Location
Subjects were presented with the printed word above or below and a configuration consisting of a reference shape (a square) and a smaller shape of variable location (a blacked‐in circle) which might appear above or below the square. The instruction was to report ‘yes’ if the word and the location of the circle relative to the square were congruent, and ‘no’ if they were not. The latency of this judgement was measured from the simultaneous onset o…
Foundation literacy acquisition in European orthographies
Several previous studies have suggested that basic decoding skills may develop less effectively in English than in some other European orthographies. The origins of this effect in the early (foundation) phase of reading acquisition are investigated through assessments of letter knowledge, familiar word reading, and simple nonword reading in English and 12 other orthographies. The results confirm that children from a majority of European countries…
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Response Latencies in Judgements of Spatial Location
Subjects were presented with the printed word above or below and a configuration consisting of a reference shape (a square) and a smaller shape of variable location (a blacked‐in circle) which might appear above or below the square. The instruction was to report ‘yes’ if the word and the location of the circle relative to the square were congruent, and ‘no’ if they were not. The latency of this judgement was measured from the simultaneous onset o…
A Model for Reading, Naming and Comparison
Morton (1968) has described a general model for word recognition and other language-processing tasks. In this paper, Morton's model is used as a framework for discussion of a number of tasks in which a measure is taken of the latency to read words, name objects or compare printed names and objects. In order to accommodate these tasks, the basic model has been elaborated to include separate access and exit channels for verbal and pictorial stimuli…
The effects of training of morphological structure on spelling derived words by dyslexic adolescents
This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross-sectional ability level-design was employed in order to determine differences in response to instruction between dyslexic students aged 13+years and age-matched and spelling level matched control groups. The study was based on the word-pair paradigm (a base and derived word) and combined oral instru…
Semantic and pragmatic factors in the representation of ?near? and ?far
Response Latencies in Classification of Word—shape Pairs
The experiment examined classification times for the four word—shape pairs produced by combining the labels square and circle with the shapes square and circle . Times were obtained for each of the three possible 2:1 mappings of the four display pairs to the verbal responses ‘yes’ and ‘no’. These define three conditions in which the basis of the classification is respectively the shape , the label , or both the label and the shape . Classificatio…
Registration of the Characteristics of a Physical System
Task‐analysis techniques (Gagné, 1962, 1967) were used to generate hypotheses about the order of difficulty of tasks involving a sonometer, a physical system in which the pitch of a note is reciprocally dependent on the length and tension of a vibrating string. Predictions relating task performance to level of mental maturity were formulated on the basis of results reported by Inhelder & Piaget (1958) for similar systems. Administration of the ta…
Response Latencies in Judgements of Spatial Location
Subjects were presented with the printed word above or below and a configuration consisting of a reference shape (a square) and a smaller shape of variable location (a blacked‐in circle) which might appear above or below the square. The instruction was to report ‘yes’ if the word and the location of the circle relative to the square were congruent, and ‘no’ if they were not. The latency of this judgement was measured from the simultaneous onset o…
Representational Processes in Comprehension of Printed Words
Three studies of the latency of response initiation for complex classifications of the word–shape configurations circle /CIRCLE, square /SQUARE, square /CIRCLE and circle /SQUARE are reported. Delays in response initiation, attributable to discrepancy between the display components, or the order of reporting identities and congruence, or alterations in the processing demands imposed on the subject, were analysed with the aim of formulating some c…
A Model for Reading, Naming and Comparison
Morton (1968) has described a general model for word recognition and other language-processing tasks. In this paper, Morton's model is used as a framework for discussion of a number of tasks in which a measure is taken of the latency to read words, name objects or compare printed names and objects. In order to accommodate these tasks, the basic model has been elaborated to include separate access and exit channels for verbal and pictorial stimuli…
Semantic and structural coding of the months
Semantic and structural properties of the months were investigated in a descriptive study, and in a series of experiments involving Yes‐No decisions about month names. The data were characterized by boundary effects (increases in RT near transitions between structurally or semantically defined divisions of the series) and by variations in the size of a response effect (difference between Yes and No RT). This month x response interaction was inter…
Intelligence and semantic judgement time
An information‐processing analysis of intelligence proposed by Eysenck and Furneaux was examined in an experimental study of semantic categorization and free recall by 11 year old children of varying intelligence. Although the general level of the reaction time in the categorization task was inversely related to intelligence, predicted relationships with error frequency and the slope of the memory search function were not obtained. The subjects' …
Semantic and pragmatic factors in the representation of ?near? and ?far
Individual cognitive analysis of competent and impaired reading
A cognitive model of basic reading functions is described together with experimental procedures that may be used to investigate the efficiency and operation of its components in individual subjects. Illustrative results obtained from competent and impaired readers aged about 11 years are presented. Competent reading, defined in terms of efficiency within a morphemic route to phonology, may be achieved despite quite marked inefficiencies in adjace…
Structure of Facial Semantics
Socio-economic differences in foundation-level literacy
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological ski…
Foundation literacy acquisition in European orthographies
Several previous studies have suggested that basic decoding skills may develop less effectively in English than in some other European orthographies. The origins of this effect in the early (foundation) phase of reading acquisition are investigated through assessments of letter knowledge, familiar word reading, and simple nonword reading in English and 12 other orthographies. The results confirm that children from a majority of European countries…
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
Rimes and superrimes
The study investigated the extension of rhyme awareness to disyllabic stimuli. Three experiments are reported which examine the disyllabic rhyme production skills of adults and of children in their first, second or third year of schooling. Stress pattern and phonological rime and superrime neighbourhood density were manipulated. Rhyming skills were influenced by stress pattern. With initial stress, rhyming responses were based predominantly on th…
The effects of training of morphological structure on spelling derived words by dyslexic adolescents
This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross-sectional ability level-design was employed in order to determine differences in response to instruction between dyslexic students aged 13+years and age-matched and spelling level matched control groups. The study was based on the word-pair paradigm (a base and derived word) and combined oral instru…
Psychology (14 works) · Cognitive psychology (11 works) · Linguistics (11 works) · Computer Science (7 works) · Developmental psychology (6 works) · Mathematics (6 works) · Reading and Literacy Development (6 works) · Artificial Intelligence (5 works) · Cognition (5 works) · Reading (process) (5 works)