| Popis: |
University of AthensGreek is a language with lexical stress that marks stress orthographically with aspecial diacritic. Thus, the orthography and the lexicon constitute potential sourcesof stress assignment information in addition to any possible general default metricalpattern. Here, we report two experiments with secondary education children readingaloud pseudo-word stimuli, in which we manipulated the availability of lexical(using stimuli resembling particular words) and visual (existence and placement ofthe diacritic) information. The reliance on the diacritic was found to be imperfect.Strong lexical effects as well as a default metrical pattern stressing the penultimatesyllable were revealed. Reading models must be extended to account formultisyllabic word reading including, in particular, stress assignment based on theinterplay among multiple possible sources of information. |
