Dataset Information

Spelling performance on the web and in the lab.

ABSTRACT: Several dictionary websites are available on the web to access semantic, synonymous, or spelling information about a given word. During nine years, we systematically recorded all the entered letter sequences from a French web dictionary. A total of 200 million orthographic forms were obtained allowing us to create a large-scale database of spelling errors that could inform psychological theories about spelling processes. To check the reliability of this big data methodology, we selected from this database a sample of 100 frequently misspelled words. A group of 100 French university students had to perform a spelling-to-dictation test on this list of words. The results showed a strong correlation between the two data sets on the frequencies of produced spellings (r = 0.82). Although the distributions of spelling errors were relatively consistent across the two databases, the proportion of correct responses revealed significant differences. Regression analyses allowed us to generate possible explanations for these differences in terms of task-dependent factors. We argue that comparing the results of these large-scale databases with those of standard and controlled experimental paradigms is certainly a good way to determine the conditions under which this big data methodology can be adequately used for informing psychological theories.

SUBMITTER: Rey A

PROVIDER: S-EPMC6922404 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Spelling performance on the web and in the lab.

Rey Arnaud A Manguin Jean-Luc JL Olivier Chloé C Pacton Sébastien S Courrieu Pierre P

PloS one 20191219 12

Several dictionary websites are available on the web to access semantic, synonymous, or spelling information about a given word. During nine years, we systematically recorded all the entered letter sequences from a French web dictionary. A total of 200 million orthographic forms were obtained allowing us to create a large-scale database of spelling errors that could inform psychological theories about spelling processes. To check the reliability of this big data methodology, we selected from thi ...[more]

PMID: 31856230

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Project description:IntroductionSpelling difficulty is a common symptom of aphasia and can entail editing difficulties. Previous research has shown that extensive editing is related to a lower production rate in text writing for persons with aphasia, yet editing difficulty is not commonly examined. It is not known if editing difficulty is related to reading and writing skills or to aspects of the word.AimsTo analyse spelling and editing processes as well as errors in a dictation task performed by Swedish-speaking adults with post-stroke aphasia. Furthermore, the study aimed to identify any relationships between spelling and editing difficulties and characteristics of individual words. Finally, relationships between successful edits and reading and phonological ability were investigated and specific editing strategies or behaviours identified. Correlation analyses were performed between measures of spelling and editing and word frequency and length as well as participants' scores on tests of reading, phonological spelling and phonological decoding.Methods & proceduresA total of 16 Swedish speaking participants with post-stroke aphasia wrote a word-dictation task in a keystroke logging program and were tested for phonological spelling, phonological decoding and reading ability. Spelling errors were categorized and analysed.Outcomes & resultsThe most common error type was omission of letter(s) and there was evidence of aphasia-specific writing errors. Both spelling and editing difficulty were related to word frequency and word length. Successful editing was related to participants' scores on the phonological spelling task, but not to phonological decoding or reading ability. Specific editing strategies could be identified, and some strategies were individual, while others were more commonly used.Conclusions & implicationsWord length and word frequency should be taken into consideration in spelling tests for persons with aphasia, and the presence of editing difficulty should be taken into account when assessing spelling difficulties. Treatment for writing difficulties in aphasia should include training in successful editing strategies and individual fitting of digital writing aids. What this paper adds What is already known on the subject Post-stroke aphasia often causes writing and spelling difficulties. Spelling difficulties may entail editing difficulties, in turn causing extensive and/or unsuccessful editing. Extensive editing is known to impede productivity in text writing. Still, editing behaviour, abilities relating to editing or what features of a word that causes editing difficulty has not been investigated for persons with aphasia. What this paper adds to existing knowledge This study adds an in-depth analysis of spelling ability, spelling errors and editing behaviour for persons with aphasia, using keystroke logging and a single-word dictation task. Results showed that both features of the target word (frequency and word length) and the individual abilities of the person with aphasia (score on a phonological spelling task) related to spelling and editing difficulty, editing behaviour and successful editing. Specific editing strategies were analysed and described. What are the potential or actual clinical implications of this work? Word length and word frequency should be taken into consideration when testing single-word spelling for persons with aphasia. When assessing spelling difficulties, both correctness of spelling as well as the presence and nature of any editing difficulties should be taken into account and treatment for writing difficulties in should include training in successful editing strategies. The fitting of digital writing aids for persons with aphasia should be individual, since many of the editing strategies used were individual.

Project description:Predictors of treatment effects allow individual tailoring of treatment characteristics, thereby saving resources and optimizing outcomes. Electrical stimulation coupled with language intervention has shown promising results in improving language performance in individuals with Primary Progressive Aphasia (PPA). The current study aimed to identify language and cognitive variables associated with response to therapy consisting of language intervention combined with transcranial direct current stimulation (tDCS). Forty individuals with PPA received written naming/spelling intervention combined with anodal tDCS or Sham, using a between-subjects, randomized design, with intervention delivered over a period of 3 weeks. Participants were assessed using a battery of neuropsychological tests before and after each phase. We measured letter accuracy during spelling of trained and untrained words, before, immediately after, 2 weeks, and 2 months after therapy. We used step-wise regression methods to identify variables amongst the neuropsychological measures and experimental factors that were significantly associated with therapy outcomes at each time-point. For trained words, improvement was related to pre-therapy scores, in RAVLT (5 trials sum), pseudoword spelling, object naming, digit span backward, spatial span backward and years post symptom onset. Regarding generalization to untrained words, improvement in spelling was associated with pseudoword spelling, RAVLT proactive interference, RAVLT immediate recall. Generalization effects were larger under tDCS compared to Sham at the 2-month post training measurement. We conclude that, for trained words, patients who improve the most are those who retain for longer language skills such as sublexical spelling processes (phoneme-to-grapheme correspondences) and word retrieval, and other cognitive functions such as executive functions and working memory, and those who have a better learning capacity. Generalization to untrained words occurs through improvement in knowledge of phoneme-to-grapheme correspondences. Furthermore, tDCS enhances the generalizability and duration of therapy effects.

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Spelling performance on the web and in the lab.

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Spelling performance on the web and in the lab.

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