Cristina Burani

Istituto di Scienza e Tecnologie dell'Informazione "Alessandro Faedo"

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Pierluigi Zoccolotti

Sapienza University of Rome

Daniela Traficante

Università Cattolica del Sacro Cuore

Lisa S. Arduino

Libera Università Maria SS. Assunta

Laura Barca

Institute of Cognitive Sciences and Technologies

Simone Sulpizio

University of Milano-Bicocca

Alessandro Laudanna

University of Salerno

Stefania Marcolini

Institute of Cognitive Sciences and Technologies

Despina Paizi

Institute of Cognitive Sciences and Technologies

Marco Marelli

University of Milano-Bicocca

Chiara Valeria Marinelli

University of Bologna

Cooperative Institutions

Istituti di Ricovero e Cura a Carattere Scientifico

Sapienza University of Rome

Fondazione Santa Lucia

National Research Council

Università Cattolica del Sacro Cuore

University of Milano-Bicocca

Institute of Cognitive Sciences and Technologies

University of Trieste

University of Padua

University of Milan

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How the word length effect develops with age

Journal of Vision (2010)

C. B. Bergman Marialuisa Martelli Cristina Burani Denis G. Pelli Pierluigi Zoccolotti

Word length

10.1167/6.6.999

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Citations (3)

Age-of-acquisition affects word naming in Italian only when stress is irregular

Acta Psychologica (2012)

Maximiliano A. Wilson Andrew W. Ellis Cristina Burani

10.1016/j.actpsy.2011.12.012

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Citations (25)

The Process of Stress Assignment in Reading Aloud: Critical Issues From Studies on Italian

Scientific Studies of Reading (2015)

Simone Sulpizio Cristina Burani Lucia Colombo

In polysyllabic languages the assignment of stress is crucial for understanding the reading process. Here we review empirical evidence, drawn mainly from studies on Italian, and discuss critical issues in understanding reading. We first discuss the lexical and sublexical mechanisms responsible for stress assignment and propose that the former is based on item-specific knowledge and the latter on the statistical-distributional knowledge that readers have acquired about their language. Then we examine the idea that stress and phonemes pertain to two dimensions of the word, which can be placed at two different representational levels. Finally, we analyze the effects of stress assignment on word articulation, a promising field for future investigation. These issues are addressed by reviewing the studies conducted in adult and young readers to outline the developmental trajectory of stress assignment and discuss how it operates in the reading system.

Reading aloud

Articulation (sociology)

10.1080/10888438.2014.976340

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Citations (25)

Typography and dyslexia: A preliminary study on university students

Chiara Barbiero Cristina Burani Luca Ronfani Walter Gerbino

Typography

Source

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Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia

Quarterly Journal of Experimental Psychology (2021)

Chiara Valeria Marinelli Marika Iaia Cristina Burani Paola Angelelli

The study examines statistical learning in the spelling of Italian children with dyslexia and typically developing readers by studying their sensitivity to probabilistic cues in phoneme-grapheme mappings. In the first experiment children spelled to dictation regular words and words with unpredictable spelling that contained either a high- or a low-frequency (i.e., typical or atypical) sound-spelling mappings. Children with dyslexia were found to rely on probabilistic cues in writing stimuli with unpredictable spelling to a greater extent than typically developing children. The difficulties of children with dyslexia on words with unpredictable spelling were limited to those containing atypical mappings. In the second experiment children spelled new stimuli, that is, pseudowords, containing phonological segments with unpredictable mappings. The interaction between lexical knowledge and reliance on probabilistic cues was examined through a lexical priming paradigm in which pseudowords were primed by words containing related typical or atypical sound-to-spelling mappings. In spelling pseudowords, children with dyslexia showed sensitivity to probabilistic cues in the phoneme-to-grapheme mapping but lexical priming effects were also found, although to a smaller extent than in typically developing readers. The results suggest that children with dyslexia have a limited orthographic lexicon but are able to extract regularities from the orthographic system and rely on probabilistic cues in spelling words and pseudowords.

Spelling

Orthography

Grapheme

Priming (agriculture)

Dictation

10.1177/1747021821998925

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Citations (7)

Stress assignment in reading Italian polysyllabic pseudowords.

Journal of Experimental Psychology Learning Memory and Cognition (2012)

Simone Sulpizio Lisa S. Arduino Despina Paizi Cristina Burani

In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects naming speed. Experiments 1 and 2 tested how readers assign stress to pseudowords. The results showed that participants assign stress on the basis of the pseudowords' stress neighborhood, but only when this orthographic/phonological information is widely represented in the lexicon. Experiments 3 and 4 tested the naming speed of pseudowords with different stress patterns. Participants were faster in reading pseudowords with antepenultimate than with penultimate stress. The effect was not driven by distributional information, but it was related to the stage of articulation planning. Overall, the experiments showed that, under certain conditions, readers assign stress using orthographic/phonological distributional information. However, the distributional information does not speed up pseudoword naming, which is affected by stress computation at the level of the articulation planning of the stimulus. It is claimed that models of reading aloud and speech production should be merged at the level of phonological encoding, when segmental and metrical information are assembled and articulation is planned.

Pseudoword

Articulation (sociology)

10.1037/a0028472

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Citations (42)

Learning to Read Italian

Cambridge University Press eBooks (2017)

Cristina Burani Anna M. Thornton Pierluigi Zoccolotti

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10.1017/9781316155752.009

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Citations (3)

Italian developmental dyslexic and proficient readers: Where are the differences?

Brain and Language (2006)

Laura Barca Cristina Burani Gloria Di Filippo Pierluigi Zoccolotti

Grapheme

Lexico

10.1016/j.bandl.2006.05.001

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Citations (106)

Word reading and picture naming in Italian

Memory & Cognition (2001)

Elizabeth Bates Cristina Burani Simonetta D’Amico Laura Barca

Factor (programming language)

Age of Acquisition

Orthography

10.3758/bf03195761

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Citations (139)

Naming morphologically complex pseudowords: A headstart for the root?

The Mental Lexicon (2006)

Cristina Burani Lisa S. Arduino Stefania Marcolini

Several studies examining Italian have shown that morphemes are effective processing units in reading aloud. Faster naming times and greater accuracy have been found in the reading of pseudowords consisting of real root + real suffix, than for matched pseudowords not made up of such morphemes. The results of this study suggest that the root is of primary importance in the reading aloud of Italian pseudowords. Faster naming times were found both for real root + real suffix pseudowords and for real root + non-suffix pseudowords than for pseudowords which did not include any morpheme. This held true for a stimulus list consisting mostly of words (Experiment 1), and for one consisting of pseudowords only (Experiment 2). Real root + non-suffix pseudowords were read as fast as pseudowords that were fully parsable into morphemes (root + suffix), suggesting that a headstart to a morphemic route can be provided by the root only. However, root + non-suffix pseudowords were pronounced less accurately than root + suffix combinations, indicating that the identification of a root before initiating pronunciation may conflict with the full elaboration of vocal output. Experiment 3 investigated the roles of root and suffix. An effect of suffix on naming latencies was observed, but it was not as strong as the root effect. Taken together, the results suggest that roots and suffixes are accessed and activated in a cascaded manner during the reading aloud of Italian.

Root (linguistics)

Pronunciation

10.1075/ml.1.2.07bur

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Citations (17)