{"content":[{"text":"Chapter XX \n Morphemes, syllables and graphemes in written word production","bbox":{"left":0.142198,"top":0.099572,"width":0.7034389999999999,"height":0.04605100000000001}},{"text":"Rüdiger Weingarten, Guido Nottbusch & Udo Will","bbox":{"left":0.142198,"top":0.190303,"width":0.509719,"height":0.021751999999999994}},{"text":"1.","bbox":{"left":0.142198,"top":0.304638,"width":0.014629000000000003,"height":0.018504999999999994}},{"text":"Introduction","bbox":{"left":0.172399,"top":0.304638,"width":0.103154,"height":0.018504999999999994}},{"text":"Until recently written language and writing have been considered to be of minor interest in the con- \n text of cognitive and linguistic theories. Though the practical relevance of writing competences is \n undisputed, research in language production was, initially, research into speech production. This \n limitation was mainly due to the widespread opinion that spoken language is the exclusive domain \n of linguistics because of its ’naturalness’, whereas written language was considered to be ‘in- \n vented‘. As a consequence, it was held to be more of a technical problem, e.g. in teaching, language \n policy or typography. This idea can be traced back to Saussurean linguistics: “Only the spoken \n word is the objective of linguistics.” (Saussure 19672: 28; our translation). \n For several reasons the situation has completely changed over the last few years. Research in the \n history of writing systems has demonstrated that it is not just a matter of intentional acts of script \n reforms but of autonomous system developments. This idea goes as far as analysing aspects of writ- \n ing systems in the framework of the Optimality Theory (Primus 2003). At the same time, there is \n converging evidence that the individual development of reading and writing competence is not sim- \n ply a direct result of school teaching, but of the learners’ reconstruction of the orthographic rule \n system (e.g. the “self-teaching hypothesis”, Share 1999). Accordingly, one major question for fu- \n ture linguistic research will be to find out, whether written language and its historical and individual \n developments have to be treated in the same theoretical frameworks – e.g. Universal Grammar, \n Optimality Theory or Learnability Theory - as other types of linguistic systems (like spoken lan- \n guage or even sign language). \n In this paper we will summarize our research on written word production and discuss it in the \n context of other empirical results and models of written language production. Due to methodologi- \n cal reasons, the studies reported focus on typing instead of hand writing or oral spelling. As we are \n not interested specifically in motor processes but in cognitive and linguistic processes in writing, \n we chose typing as the most advantageous mode. Certainly, typing is a (discontinuous) motor task \n and the time course of typing is to a certain amount determined by motor conditions. But the meth- \n odology presented below allows for a differentiation between various factors determining the time \n course. Hand writing, on the other hand, is a continuous and much more complex motor task and \n hence it is much more difficult to separate linguistic and non-linguistic factors. Finally, oral spelling \n is on the one hand not determined by graphomotor processes (instead, articulomotorics) but on the \n other hand it is very slow and certainly not the main mode of writing. \n In the following section we give an overview on studies about time structures in typing and \n summarize methodological implications of typing for experimental research. Finally, we will dis- \n cuss our own approach. The third section is devoted to the influences morphological word structure \n exerts on word writing. In the fourth section we present results on syllables as processing units in \n writing. A special emphasis is given here to the question, whether or not syllabic structures in word \n writing are determined by phonological processes. In the fifth section studies on graphemes are","bbox":{"left":0.142198,"top":0.335693,"width":0.741295,"height":0.557611}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}