Case-mixing effects on spelling recognition: The importance of test format

Burt, JS and Hutchinson, BJ (2000) Case-mixing effects on spelling recognition: The importance of test format. Journal of Psycholinguistic Research, 29 4: 433-451. doi:10.1023/A:1005159329417


Author Burt, JS
Hutchinson, BJ
Title Case-mixing effects on spelling recognition: The importance of test format
Journal name Journal of Psycholinguistic Research   Check publisher's open access policy
ISSN 0090-6905
Publication date 2000-01-01
Year available 2000
Sub-type Article (original research)
DOI 10.1023/A:1005159329417
Open Access Status Not yet assessed
Volume 29
Issue 4
Start page 433
End page 451
Total pages 19
Editor R.W.Rieber
Place of publication New York
Publisher Kluwer
Language eng
Subject C1
780108 Behavioural and cognitive sciences
380101 Sensory Processes, Perception and Performance
Abstract In a multiple-choice spelling recognition rest, 56 university students were more accurate on more regular than irregular words, and on lon er-case than mixed-case words, with the case mixing effect greater for irregular than regular words. In Experiment 2. the same words were presented singly in correct or incorrect spellings and distortion of word shape was achieved by case mixing (32 subjects) or by alternating the size of lower-case letters within a word (32 subjects). The main effects of regularity and distortion were replicated and the effect of distortion was greater for incorrect than correct stimuli, with correctly spelled words suffering a decrement in accuracy of less than 5 percentage points. Case mixing had a greater effect than size mixing on response latencies. In Experiment 3, with comparable rest procedures, case mixing interacted with regularity in the subjects analysis for the multiple choice format, but not the single presentation format. This result indicates that comparisons based on visual configuration may be tin artifact of multiple-choice tests.
Keyword Applied Linguistics
Psychology, Experimental
Word-recognition
Imagery
Q-Index Code C1
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Psychology Publications
 
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Created: Tue, 10 Jun 2008, 20:46:21 EST