Abstract not found

Naming latency experiments in which monosyllabic items are read aloud are based on the assumption that the vocal response is not initiated until the phonology of the entire syllable has been computed. Recently, this assumption has been challenged by A. H. Kawamoto, C. T. Kello, R. Jones, and K. Bame (1998), who argued instead that the reading-aloud response begins as soon as the initial phoneme is computed. This view would be refuted by evidence of anticipatory coarticulation effects on the initial phoneme due to the nature of the following vowel in the speeded reading-aloud task. The authors provide such evidence. The 1960s saw a resurgence of interest in the processes that underlie visual word recognition and reading aloud, encouraging a proliferation of empirical work designed to build a theoretical account of these cognitive skills. The body of empirical findings generated from this research over the past 40 years consists largely of data collected from the lexical decision and reading-aloud tasks. It is the latter of these tasks with which we are concerned. The reading-aloud task measures the time between the onset of

We investigated the processes of lexical retrieval during the production of adjectival noun phrases (NPs) such as "the blue kite". We used various current assumptions about the scope of grammatical and phonological encoding and about the locus of the classic frequency effect to derive predictions about possible frequency effects in the NP naming task. The predictions were tested in two picturenaming experiments where we manipulated orthogonally the frequencies of the adjective and of the noun that composed the NPs. We consistently found frequency effects for both adjectives and nouns. Moreover the effects were additive. We argue that the existence of a frequency effect for the noun during noun phrase production restricts the various combinations of assumptions that speech production models can hold simultaneously. Possible implications of the additivity of the effects for the time course of lexical access are also discussed.

ms about how much and what aspects of processing are reflected in their chronometric measures of behavior; it is assumed that the cognitive process in question plays a sufficient role in carrying out the measured behavior. The current study focuses on the relationship between the time course of cognitive processing and the time course of motor execution. For a given unit of action (e.g., a spoken word or a written letter), one can ask the question, how much cognitive processing must persist during motor execution to support the action itself? We shall define the relationship between cognition and action as staged if, upon initiation of a given unit of action We would like to thank Nora Newcombe, Jay McClelland, Alan Kawamoto, and three anonymous reviewers, and the PDP research group for their helpful comments and suggestions. This work was supported by NIMH grant MH19102 and NIH grant MH55628. Direct all correspondence to the first author at his new address: Christopher Kello, House E

this article. Part of this research was presented at the XIth Conference of the European Society for Cognitive Psychology (ESCOP), Ghent, Belgium, September 1--4, 1999, and at the Writing Conference 2000 (SIG Writing), Verona, Italy, September 7--9, 2000

Verbs are one of the basic building blocks of grammar, yet few studies have examined the grammatical, morphological, and phonological factors contributing to lexical access and production of Spanish verb inflection. This report describes an online dataset that incorporates psycholinguistic dimensions for 50 of the most common early-acquired Spanish verbs (accessible at