Theories of spoken word production generally assume a distinction between at least two types of phonological processes and representations: lexical phonological processes that recover relatively arbitrary aspects of word forms from long-term memory and post-lexical phonological processes that specify the predictable aspects of phonological representations. In this work we examine the spoken pro...

A number of studies have shown that syllables play an important role in visual word recognition in Spanish. We report three lexical decision experiments with a masked priming technique that examined whether syllabic effects are phonological or orthographic in nature. In all cases, primes were nonwords. In Experiment 1, latencies to CV words were faster when primes and targets shared the first s...

This study is to investigate the acquisition of the English stress system by Chinese adult second language learners whose native language is of a different type from that of English. In the present study, twenty college non-English majors participated in three tasks. Three factors or exactly syllabic structure, lexical class, and stress patterns of known words contributing to the acquisition of...

In this paper we present a model of abstract phonological representations in children with Grammatical-Specific Language Impairment (G-SLI). We report results from a new non-word repetition test, the Test Of Phonological Structure (TOPhS, van der Lely & Harris, 1999), which systematically varies syllabic complexity. G-SLI children have difficulty repeating non-words containing consonant cluster...

Current models of word production assume that words are stored as linear sequences of phonemes which are structured into syllables only at the moment of production. This is because syllable structure is always recoverable from the sequence of phonemes. In contrast, we present theoretical and empirical evidence that syllable structure is lexically represented. Storing syllable structure would ha...

PURPOSE To investigate phonological awareness and working memory skills as well as their influence on the literacy process in a group of intellectually normal children. METHODS Forty intellectually normal children (7.6-8.0 years) from the second and third grades of elementary school participated. Children were organized in two groups (20 children each): one with and another without literacy d...