You just read a word with a spelling error that we see in 39% of occurrences of “innocent” in social media. Recent research from the Reading Lab at McMaster demonstrates that spelling errors are harmful in that they make readers “unlearn” the correct spelling, and do so every time an error is encountered. This detrimental effect of variability in spelling affects all readers, even those whose own spelling habits are impeccable.
In two studies using the state-of-the-art eye-tracking technique and a behavioural lexical decision task, undergraduate student Sadaf Rahmanian and Dr. Victor Kuperman at the McMaster Reading Lab showed that readers took longer to recognize words that were spelled correctly, if those words were more frequently misspelled in unedited sources like social media. Sadaf concludes: “Praise be to spell-checkers, literacy instructors, proof-readers and editors, who keep spelling consistent.” The findings were published in the leading journal on literacy and reading research Scientific Studies of Reading.
For the full paper, click here [http://www.humanities.mcmaster.ca/~vickup/Rahmanian-Kuperman-2017.pdf]
Think of the verb “cause.” Does it make you feel emotional? Most likely, not. Now think of the contexts in which this verb occurs: cause problems, cause damage, cause harm. The framing of ’cause’ is emotionally negative. A recent study by a PhD student Bryor Snefjella and Dr. Victor Kuperman from McMaster Reading Lab, published in a premier psychology journal Cognition, shows for the first time that contexts are as powerful in determining emotionality of an English word, as the word itself.
Says Bryor: “It’s been known that positive and concrete words (e.g., ice-cream or smile) are learned earlier in life, recognized faster in print and retained better in memory. What we show is that word learning, recognition and memory is equally strongly affected by how positive or concrete the contexts are in which a word tends to occur. To have a larger vocabulary, keep your contexts positive!”
Snefjella, B. and Kuperman, V. (2016). It’s all in the delivery: Effects of context valence, arousal, and concreteness on visual word processing. Cognition, 156, 135-146.
Read the preprint here.