The individual differences of bilingual readers when using phonological information in word identification

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dc.contributorHaydon, KC
dc.contributorBurns, Alyx
dc.contributor.advisorBreen, Mara
dc.contributor.authorYuan, Jingyi
dc.date.accessioned2024-02-01T18:21:33Z
dc.date.available2024-02-01T18:21:33Z
dc.date.gradyear2024en_US
dc.date.issued2024-02-01
dc.description.abstractTwo theories have been proposed to explain how readers access the mental lexicon through written words: phonological mediation theory suggests that the sound of words activates the meaning of words; direct access theory suggests that the orthographic representation of words activates the meaning. Prior work has demonstrated that readers rely on phonological mediation in both alphabetic languages (e.g., English), and in less phonologically predictable logographic languages (e.g., Chinese); however, little research has investigated the relationship between bilingual readers’ phonological activation in both languages. Therefore, the current study assessed bilingual readers’ reliance on the phonological route for both English and Chinese reading. We hypothesized that readers who show a strong reliance on the phonological route in one language will show a similarly strong reliance on it in their other language. Replicating prior work, our study showed that in both Chinese and English tasks, readers made slower and less accurate judgments on homophone distractors. However, we did not observe a significant correlation between individual’s reliance on phonological routes in different languages.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.identifier.urihttp://hdl.handle.net/10166/6463
dc.language.isoen_USen_US
dc.rights.restrictedrestricteden_US
dc.subjectPhonologyen_US
dc.subjectBilingualen_US
dc.subjectChineseen_US
dc.subjectSilent readingen_US
dc.titleThe individual differences of bilingual readers when using phonological information in word identificationen_US
dc.typeThesis
mhc.degreeUndergraduateen_US
mhc.institutionMount Holyoke College

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