Does morphological structure mediate access to embedded word meaning in child readers?


Memory and Cognition


June, 2020


Jana Hasenäcker, Olga Solaja, Davide Crepaldi

Beginning readers have been shown to be sensitive to the meaning of embedded neighbors (e.g., CROW in CROWN). Moreover, developing readers are sensitive to the morphological structure of words (TEACH-ER). However, the interaction between orthographic and morphological processes in meaning activation during reading is not well established. What determines semantic access to orthographically embedded words? What is the role of suffixes in this process? And how does this change throughout development? We addressed these questions with a semantic categorization experiment with elementary school children.

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