Biomedical subjects

Dominiek Sandra

Publications and source records attributed to Dominiek Sandra.

5 recordsLinked to original sources

PubMed2006

Dutch plural inflection: the exception that proves the analogy.

We develop the view that inflection is driven partly by non-phonological analogy and that non-phonological information is of particular importance to the inflection of non-canonical roots, which in the view of [Marcus, G. F., Brinkmann, U., Clahsen, H., Wiese, R., & Pinker, S. (1995). German inflection: the exception that proves the rule. Cognitive Psychology, 29, 189-256.] are inflected by a symbolic rule process. We used the Dutch plural to evaluate these claims. An analysis of corpus data shows that a model using non-phonological information (orthography) produces significantly fewer errors on plurals of non-canonical Dutch nouns, in particular borrowings, than a model that includes only phonological information. Moreover, we show that a double default system, as proposed by Pinker [Pinker, S. (1999). Words and rules. London: Phoenix.], does not offer an advantage over the latter model. A second study, examining the use of orthography in an online plural production task, shows that, in Dutch, the chosen pseudoword plural is significantly affected by non-phonological information. A final simulation study confirms that these results are in line with a model of inflectional morphology that explains the inflection of non-canonical roots by non-phonological analogy instead of by a default rule process.

Humans↗

PubMed2005

Rhyming words and onset-rime constituents: an inquiry into structural breaking points and emergent boundaries in the syllable.

Geudens and Sandra, in their 2003 study, investigated the special role of onsets and rimes in Dutch-speaking children's explicit phonological awareness. In the current study, we tapped implicit phonological knowledge using forced-choice similarity judgment (Experiment 1) and recall of syllable lists (Experiment 2). In Experiment 1, Dutch-speaking prereaders judged rime-sharing pseudowords (/fas/-/mas/) to sound more similar than pseudowords sharing an equally sized nonrime unit (/fas/-/fak/). However, in a syllable recall task (/tepsilonf/, /ris/, /nal/), Dutch-speaking prereaders were as likely to produce recombination errors that broke up the rime (/tepsilons/) as to produce errors that retained the rime (/repsilonf/). Thus, a rime effect was obtained in a task that highlighted the phonological similarity between items sharing their rimes, but this effect disappeared in tasks without repetition of rime units. We conclude that children's sensitivity to rimes depends on similarity relations and might not reflect a fixed perceived structure of spoken syllables.

Child, Preschool↗

PubMed2003

Compound fracture: the role of semantic transparency and morphological headedness.

This paper explores the role of semantic transparency in the representation and processing of English compounds. We focus on the question of whether semantic transparency is best viewed as a property of the entire multimorphemic string or as a property of constituent morphemes. Accordingly, we investigated the processing of English compound nouns that were categorized in terms of the semantic transparency of each of their constituents. Fully transparent such as bedroom are those in which the meanings of each of the constituents are transparently represented in the meaning of the compound as a whole. These compounds were contrasted with compounds such as strawberry, in which only the second constituent is semantically transparent, jailbird, in which only the first constituent is transparent, and hogwash, in which neither constituent is semantically transparent. We propose that significant insights can be achieved through such analysis of the transparency of individual morphemes. The two experiments that we report present evidence that both semantically transparent compounds and semantically opaque compounds show morphological constituency. The semantic transparency of the morphological head (the second constituent in a morphologically right-headed language such as English) was found to play a significant role in overall lexical decision latencies, in patterns of decomposition, and in the effects of stimulus repetition within the experiment.

Humans↗

PubMedDate not supplied

Homophonic forms of regularly inflected verbs have their own orthographic representations: a developmental perspective on spelling errors.

In previous research (Sandra, Frisson, & Daems, 1999) we demonstrated that experienced writers of Dutch (18-year-olds) make spelling errors on regularly inflected homophonic verb forms. Intrusion errors, i.e., spelling of the homophonic alternative, occurred more often when the low-frequency homophone had to be written. In the present article we report error data for three groups of less experienced spellers, who have not yet fully mastered the rules for verb suffix spelling: 12-year-olds, 13-year-olds, and 14-year-olds. Younger spellers obviously make many more errors than experienced ones. Whereas this is in part due to inadequate rule mastery/application, their error patterns are also clearly influenced by the frequency relationship between the homophonic forms, i.e., the same factor accounting for the errors of experienced spellers. The conclusion of our present and past research is that homophonic forms of regularly inflected verbs have their own orthographic representations in the mental lexicon and that these representations cause interference in writing (spelling errors), whereas they might cause facilitation in reading (a claim made by dual-route models of reading).

Adolescent↗

PubMedDate not supplied

Segmenting two-phoneme syllables: developmental differences in relation with early reading skills.

This study explored developmental differences in children's segmentation skills of VC and CV syllables (e.g., /af/ and /fa/) in relation to their early reading abilities. To this end, we followed a subgroup of Dutch speaking prereaders who participated in, and replicated the segmentation task in first grade, at the outset of phonics reading instruction. Reading abilities were assessed after 6 and 9 months. First, we confirmed that VCs offer an easier context to isolate phonemes than CVs. Second, matching analyses showed that this development from VC to CV segmentation posed comparatively increasing difficulties for poor segmenters. Third, this qualitatively different development was reflected in early reading performance. Our data emphasize the importance of phonetic factors and instruction-based experiences in phonological development.

Awareness↗