This study attempted to investigate the effects of aphasia on word retrieval skills in a bilingual (Spanish-English) anomic patient. Two aspects of word finding difficulties were considered. First, an attempt was made to determine whether the patient exhibited the same degree of difficulty in both languages. Second, after the presentation of three different types of facilatory cues (initial syllable, sentence completion, translated word) the correct number of correct responses per cue were analyzed to determine whether or not the same kinds of cues were equally effective in English and in Spanish. Results indicated that word retrieval was affected to essentially the same degree in both languages, with performance in Spanish only slightly better than in English. Cue effectiveness also appeared to differ across languages.

Chin Ho Leung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 55-58).

The purpose of the present study is to develop and explain a teaching aid for Spanish word recognition, to be presented as advance preparation for large-exposure reading.

Sum Kwok-wing. / Thesis submitted in: December 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 73-79). / Abstracts in English and Chinese. / Abstract --- p.ii / Chinese Abstract (論文摘要) --- p.iii / Acknowledgements --- p.iv / Table of Contents --- p.v / List of Tables --- p.vi / List of Figures --- p.vii / Chapter Chapter 1 - --- "Significance of Onset, Rime and Tone in Monosyllab Words" --- p.1 / Chapter Chapter 2 - --- General Methods --- p.19 / Chapter Chapter 3 - --- Experiment 1 --- p.28 / Chapter Chapter 4 - --- Experiment 2 --- p.35 / Chapter Chapter 5 - --- Experiment 3 --- p.41 / Chapter Chapter 6 - --- Comparison and Summary of the First Three Experiments --- p.47 / Chapter Chapter 7 - --- Experiment 4 --- p.53 / Chapter Chapter 8 - --- General Discussion --- p.59 / References --- p.72 / Appendix I --- p.79 / Appendix II --- p.87 / Appendix III --- p.95 / Appendix IV --- p.103 / Appendix V --- p.111 / Appendix VI --- p.112 / Appendix VII --- p.113

Chi-kong Tang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 47-50). / Appendixes in Chinese. / Acknowledgments --- p.i / Abstract --- p.ii / Table of Contents --- p.iii / List of Tables --- p.v / List of Figures --- p.vi / List of Appendices --- p.vii / Introduction --- p.1 / Eye Movement Control and Effective Vision in Reading English --- p.1 / Comparison of Chinese and English --- p.4 / Effective Vision in Chinese Reading --- p.5 / Research Questions of Present Study --- p.6 / Research Design of Present Study --- p.9 / EXPERIMENT1 --- p.11 / Method --- p.12 / Results --- p.19 / Discussion --- p.21 / EXPERIMENT2 --- p.24 / Method --- p.24 / Results --- p.26 / Discussion --- p.28 / EXPERIMENT3 --- p.31 / Method --- p.32 / Results --- p.34 / Discussion --- p.37 / General Discussion --- p.41 / Conclusion --- p.46 / References --- p.47 / Appendices --- p.51

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 192-211).

Contract no. DA36-039-AMC-03200(E).

Reading requires the orchestration of visual, attentional, language-related, and oculomotor processing constraints. This study replicates previous effects of frequency, predictability, and length of fixated words on fixation durations in natural reading and demonstrates new effects of these variables related to previous and next words. Results are based on fixation durations recorded from 222 persons, each reading 144 sentences. Such evidence for distributed processing of words across fixation durations challenges psycholinguistic immediacy-of-processing and eye-mind assumptions. Most of the time the mind processes several words in parallel at different perceptual and cognitive levels. Eye movements can help to unravel these processes.

Two semantic priming experiments in the context of lexical decision are reported that examine the joint effects of stimulus quality, semantic context, and strength of association when all these factors are intermixed in a block of trials. A three-way interaction is seen in both experiments in which the typical interaction between semantic context and stimulus quality is eliminated when the strength of association between prime-target pairs is weak. The results support a role for a control mechanism that makes use of local information available within a trial, in addition to a global control mechanism that operates across a block of trials. The interaction between semantic context and stimulus quality when prime-target pairs are strongly related is attributed to the presence of feedback from the semantic system to the lexical system whereas additive effects of semantic context and stimulus quality is attributed to this feedback being eliminated such that semantic and lexical levels are functionally separate modules.

Sociophonetic studies of speech perception have demonstrated that the social identity which listeners attribute to a speaker can lead to predictable biases in the way speech sounds produced by that speaker are linguistically categorized (e.g., Strand & Johnson 1996; Niedzielski 1999; Hay, Warren & Drager 2006). This has been observed where listeners use available social information about a speaker to resolve lexical ambiguity. However, less is known about the role of sociophonetic knowledge in speech perception when listeners are not faced with global linguistic ambiguity. Drawing on Strand's (2000) study of the processing effects of gender typicality, this dissertation investigates whether sociophonetic knowledge can facilitate or inhibit unambiguous spoken word recognition. Based on a survey of sociophonetic variation in the Houston metropolitan area, predictions are formulated for the processing of words containing four vowels: /ei/ and /[varepsilon]/ in the speech of older and younger Anglos, and /α/ and /Λ/ in the speech of young Anglos and young African-Americans. Houston listeners identified words containing variants of these vowels in a congruent condition and in an incongruent condition. In the congruent condition the combination of speaker identity and vowel variant was designed to match the listener's knowledge of local language variation. In the incongruent condition, it was designed to contradict it. A congruency effect was found for some but not all vowels. The results indicate that social information about a speaker can also affect speech perception in the absence of lexical ambiguity, but only where words are at least temporarily ambiguous. Where there is no linguistic ambiguity at all, perception can be unaffected by sociophonetic knowledge. These results are discussed in the context of Luce, McLennan & Charles-Luce's (2003) time course hypothesis and in the context of exemplar-based models of sociophonetic knowledge (Johnson 1997, Pierrehumbert 2001).