Chapter 11. From Diacritics to the Mental Lexicon

Where is the Stress?

Athanassios Protopapas | University of Athens, Greece

This chapter presents recent work on stress assignment in reading Greek, aiming to help understand the cognitive processes of reading and the representation of words in the mental lexicon. Word spelling and pseudoword reading studies spanning a wide range from early grades through adulthood have suggested a developmentally limited role for the processing of the obligatory stress diacritic. Children with reading difficulties are especially impaired in explicit stress assignment tasks involving pseudowords. Considered alongside stress priming experiments, these studies suggest that stress information is primarily derived from the lexicon and that it is associated with specific words rather than represented generically in the form of abstract templates. Further research is needed to elucidate stress representations and stress assignment processes.

Published online: 10 March 2016
https://doi.org/10.1075/tilar.17.11pro

Cited by

Cited by 3 other publications

Colombo, Lucia & Simone Sulpizio

2021. The role of orthographic cues to stress in Italian visual word recognition. Quarterly Journal of Experimental Psychology ► pp. 174702182110060 ff.

Grimani, Aikaterini & Athanassios Protopapas

2017. Derivational suffixes as cues to stress position in reading Greek. Journal of Research in Reading 40 ► pp. S23 ff.

Gutiérrez-Palma, Nicolás, Paz Suárez-Coalla & Fernando Cuetos

2020. Stress assignment in reading aloud in Spanish. Applied Psycholinguistics 41:4 ► pp. 753 ff.

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