The Lexical Constituency Model
Some Implications of Research on Chinese for General Theories of Reading.
Bibliographic Data
| ID | 23345149 |
|---|---|
| Authors | Charles A Perfetti, Charles Perfetti (0000-0002-0211-8518, University of Pittsburgh), Ying Liu (0000-0001-5584-7805, University of Pittsburgh), Lek Hor Tan (0000-0001-6983-1767, University of Hong Kong), Li Hai Tan |
| Year | 2005 |
| Volume | 112 |
| Issue | 1 |
| Pages | 43-59 |
| Publication date | 2005-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Psychological Review (JOURNAL) |
| Journal identifiers | ISSN: 0033-295X • E-ISSN: 1939-1471 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0033-295x.112.1.43 |
| PMID | 15631587 |
| OpenAlex | W2100333970 |
| Language | EN |
| Citations received | 97 |
| References cited | 59 |
The authors examine the implications of research on Chinese for theories of reading and propose the lexical constituency model as a general framework for word reading across writing systems. Word identities are defined by 3 interlinked constituents (orthographic, phonological, and semantic). The implemented model simulates the time course of graphic, phonological, and semantic priming effects, including immediate graphic facilitation followed by graphic inhibition with simultaneous phonological facilitation, a pattern unique to the Chinese writing system. Pseudocharacter primes produced only facilitation, supporting the model's assumption that lexical thresholds determine phonological and semantic, but not graphic, effects. More generally, both universal reading processes and writing system constraints exist. Although phonology is universal, its activation process depends on how the writing system structures graphic units.
Cognition · Cognitive psychology · Facilitation · Lexical decision task · Linguistics · Natural language processing · Phonology · Priming (agriculture) · Reading (process) · Word recognition · Writing system · Artificial Intelligence · Computer Science · Neurobiology of Language and Bilingualism · Phonetics and Phonology Research · Psychology · Reading and Literacy Development
Script Effects as the Hidden Drive of the Mind, Cognition, and Culture
Processing speed deficits, developmental dyslexia, and handwriting in Chinese
Phonetic Transcription Skills Promote L2 Listening Comprehension
FNIRS evidence for left middle frontal gyrus involved in visual-spatial analysis of Chinese characters
The relationship between metalinguistic awareness and reading fluency in elementary school children
The Role of the Character Graphic Information in Different Pinyin Processing Tasks
Cross-linguistic Phonological Interference in L2 Visual Word Reading
The moderation effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia
Cross‐lagged analysis of home literacy environment and reading ability of children with intellectual disabilities
On the Anglocentricities of current reading research and practice
Developmental models of learning to read Chinese words
The nonword-reading deficit of disabled readers
Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong
Phonology and Access to Chinese Character Meaning
Chinese Literacy Acquisition
What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language.
Morphological Awareness, Orthographic Knowledge, and Spelling Errors
Writing System Variation and Its Consequences for Reading and Dyslexia
Reading depends on writing, in Chinese
How Scripts Are Built on Visual Metaphor
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The relative contributions of phonological, morphological, and orthographic awareness to word decoding in Chinese as a second language
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Differential effects of Chinese and Caucasian faces on word recognition among Chinese-English bilinguals
Word reading experience enhances fundamental language skill in Chinese kindergarteners across Beijing and Hong Kong
Metalinguistic Skills Were Uniquely Linked to Chinese Word Reading and Writing Among First and Second Language Learners
Effects of key-image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward Chinese learning
Evidence from a within-language comparison in Japanese for orthographic depth theory
How to present L2 Chinese words effectively for learning
Testing reciprocity between lexical knowledge and reading comprehension among Chinese children
Is phonological deficit a necessary or sufficient condition for Chinese reading disability
Consistency and regularity effects in character identification
Delineating Region-Specific contributions and connectivity patterns for semantic association and categorization through ROI and Granger causality analysis
Short-term training helps second-language learners read like native readers
Simple View of Reading in Chinese
Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language
The time course of Cantonese and Hong Kong Sign Language phonological activation
Relations Between Reading and Speech Manifest Universal Phonological Principle
Mechanisms at the core of the Chinese script invention
Early literacy acquisition in logographic orthographies
The reciprocal relationship between vocabulary knowledge and word reading in Chinese primary-school children
Similarity and difference in learning L2 word-form
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners
Processing tonal information during visual word recognition in L2 Chinese learners
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English
Editor’s commentary
Exploring sources of reading comprehension difficulties among adolescents in Taiwan
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
Recognition intent and visual word recognition
Processing fluency of the forms and sounds of Chinese characters
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Activation of L1 orthography in L2 word reading
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Contribution of Linguistic Skills to Word Reading in DHH Students
A Dual-Route Cascaded Model of Reading by Deaf Adults
Association Between Young Chinese Children’s Early Writing Skills and the Chinese Preschool Classroom Writing Environment
Word-level knowledge in Chinese children’s word reading and lexical inference development
What roles do constituents play in the identification of Chinese compound words? A meta-analytic review
The Effect of Executive Function on Word Recognition
The Effect of Word Predictability on Phonological Activation in Cantonese Reading
Orthography Mediates the Unconscious Semantic Processing of Chinese Characters
Native-Language Phonological Interference in Early Hakka–Mandarin Bilinguals’ Visual Recognition of Chinese Two-Character Compounds
Orthographic and Meaning Processes in Reading Chinese Compounds
Linguistic modalities and the sources of linguistic utterances
Is the Science of Reading Just the Science of Reading English
Independent Effects of Orthographic and Phonological Facilitation on Spoken Word Production in Mandarin
Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language
Deconstructing the benefits of reading‐while‐listening on L2 reading comprehension
The recognition of coordinative compound words by learners of Chinese as a foreign language
The status of the first letter improves with second language proficiency for different-script bilinguals
Resolving the mystery of Chinese developmental dyslexia
The time course of the multidimensional information representation of Chinese characters
Orthographic knowledge and morphological awareness in kindergarten predict children’s reading fluency in fifth grade through dorsal and ventral pathways
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| Unique citing works | 97 |
|---|---|
| Citations per year | 4,62 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 84 |