Phonotactic constraints: implications for models of oral reading in Russian

Anastasia Ulicheva, Max Coltheart, Steven Saunders, Conrad Perry

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The present article investigates how phonotactic rules constrain oral reading in the Russian language. The pronunciation of letters in Russian is regular and consistent, but it is subject to substantial phonotactic influence: the position of a phoneme and its phonological context within a word can alter its pronunciation. In Part 1 of the article, we analyze the orthography-to-phonology and phonology-to-phonology (i.e., phonotactic) relationships in Russian monosyllabic words. In Part 2 of the article, we report empirical data from an oral word reading task that show an effect of phonotactic dependencies on skilled reading in Russian: humans are slower when reading words where letter-phoneme correspondences are highly constrained by phonotactic rules compared with those where there are few or no such constraints present. A further question of interest in this article is how computational models of oral reading deal with the phonotactics of the Russian language. To answer this question, in Part 3, we report simulations from the Russian dual-route cascaded model (DRC) and the Russian connectionist dual-process model (CDP++) and assess the performance of the 2 models by testing them against human data.

LanguageEnglish
Pages636-656
Number of pages21
JournalJournal of Experimental Psychology: Learning, Memory, and Cognition
Volume42
Issue number4
DOIs
Publication statusPublished - 1 Apr 2016

Fingerprint

Reading
phonology
Russian language
Language
Cytidine Diphosphate
Neural Networks (Computer)
orthography
Phonotactics
simulation
performance
Phonology
Phoneme
Letters
Word Reading

Keywords

  • Russian
  • phonotactic rules
  • oral reading
  • computational modeling

Cite this

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Phonotactic constraints : implications for models of oral reading in Russian. / Ulicheva, Anastasia; Coltheart, Max; Saunders, Steven; Perry, Conrad.

In: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol. 42, No. 4, 01.04.2016, p. 636-656.

Research output: Contribution to journalArticleResearchpeer-review

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