Acquisition of output irregular orthographic representations in normal adults: An experimental study

Abstract

Twenty normal controls without previous knowledge of French were asked to learn 12 French words that could not be written by Italian correspondence rules. After acquisition of the phonological representations, participants were presented the pictures and asked to write the corresponding words (baseline). They were then presented 3 times with the pictures and the corresponding written words. After a filled delay of 10 min, they were re-presented the pictures and asked to write the corresponding words (testing). A week later, participants were again requested to write the words (follow-up). Number of words correctly written at testing and at follow-up significantly differs from baseline, as well as number of words correctly written at testing and at follow-up. These results are discussed and it is suggested that acquisition of irregular output orthographic representations can be supported by knowledge of orthographic representations for reading and that rehabilitation of patients with damage to output orthographic representations can utilize input orthographic representations. (JINS, 1999, 5, 405–412.)