An experimentally defined writing system with unfamiliar symbols and controlled mappings. It permits manipulation of learning history while requiring separate tests of generalisation to natural reading.[ref]
The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm by Joanne S. H. Taylor and others. Journal of Experimental Psychology: Learning, Memory, and Cognition 37, 60–76; sixteen/32 adults, novel script, frequency/consistency and pretraining
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