Acquisition of information about written forms and their relations. Retention of a particular spelling and generalisation to untrained combinations are different outcomes.
Variation in surrounding letters while a target mapping remains stable. A first-grade training experiment found transfer benefits from varied consonants around vowel mappings, motivating tests of how example distributions support abstraction.[ref]
Statistical learning in reading: variability in irrelevant letters helps children learn phonics skills by Keith S. Apfelbaum and others. Developmental Psychology 49, 1348–1365; 224 first graders, vowel mappings with varied/similar consonants and transfer tasks
Participants learn controlled written forms, pronunciations and sometimes meanings, followed by trained-item and transfer tests. Manipulating frequency and consistency can test sensitivity to input structure without uniquely identifying a learning algorithm.[ref]
Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography by Joanne S. H. Taylor and others. Journal of Experimental Psychology: General 146, 826–858; 24 adults, two novel scripts, eight-day training, generalisation and fMRI
The proposal that phonological recoding of unfamiliar written forms creates opportunities to acquire word-specific orthographic representations. Delayed discrimination from homophonic alternatives tests more than immediate pronunciation.[ref]
Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis by David L. Share. Journal of Experimental Child Psychology 72, 95–129; second-grade pseudoword reading, delayed spelling-choice/naming/spelling and recoding controls
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