This page was last updated on 21/01/2023 
An ERC project
The project centers on a new computational model, the POP-R model, that implements two original, and apparently contradictory, hypotheses with respect to the processing of orthographic information spanning several words during silent reading for meaning: 1) orthographic information spanning several words is processed in parallel and integrated within a single pool of location-invariant orthographic representations; 2) readers process multiple word identities in parallel and keep track of the positions of these words by associating word identities with spatiotopic locations in short-term memory. The apparent contradiction is solved in POP-R by the triangular connectivity between gaze-centered letter detectors, spatiotopic word identities, and location-invariant orthographic representations. Evidence in favor of the first hypothesis has been obtained with a novel Flanking Letters Lexical Decision task. The second hypothesis predicted the existence of a sentence superiority effect in a novel Rapid Parallel Visual Presentation paradigm, for which we have preliminary evidence. Other key predictions of the POP-R model will be tested in behavioral experiments using these new techniques, and EEG and MEG recordings will be used to specify the spatio-temporal dynamics of the neural processes underlying orthographic pooling and parallel word identification. Experiments with primary school children will plot the developmental trajectory of these processes, and sentence reading experiments measuring eye-movements and ERPs will be used to further test the model. The project incorporates both theoretical and methodological innovation within a novel perspective on reading that places orthographic processing at the very heart of the reading network. This new perspective is expected to facilitate the integration of knowledge concerning low-level visual processing and eye-movement control with higher-level semantic and syntactic processing during silent reading for meaning.
For more information, see the institutional site https://cordis.europa.eu/project/id/742141/fr or download the scientific project (link).
Publications
See the Aix-Marseille repository for another view on articles ( HAL-AMU ).
ReferenceS
2018
Mirault, J., Snell, J., & Grainger, J. (2018). You that read wrong again! A transposed-word effect in grammaticality judgments. Psychological Science, 29, 1922-1929. DOI:10.1177/0956797618806296. https://hal.science/hal-01908942v1
Scaltritti, M., Dufau, S., & Grainger, J. (2018). Stimulus orientation and the first-letter advantage. Acta Psychologica, 183, 37-42. DOI:10.1016/j.actpsy.2017.12.009. https://hal.science/hal-02025221v1
Snell, J., Bertrand, D., & Grainger, J. (2018). Parafoveal letter-position coding in reading. Memory & Cognition, 46, 589-599. DOI:10.3758/s13421-017-0786-0. https://hal.science/hal-01795341v1
Snell, J., Bertrand, D., Meeter, M., & Grainger, J. (2018). Integrating orthographic information across time and space: A comparison of priming and flanker effects with orthographic neighbors. Experimental Psychology, 65, 32-39. DOI:10.1027/1618-3169/a000386. https://hal.science/hal-01795343v1
Snell, J. & Grainger, J. (2018). Parallel word processing in the flanker paradigm has a rightward bias. Attention, Perception, & Psychophysics, 80, 1512-1519. DOI:10.3758/s13414-018-1547-2. https://hal.science/hal-03950035
Snell, J., Grainger, J., & Declerck, M. &. (2018). A word on words in words: How do embedded words affect reading. Journal of Cognition, 1(1): 40, pp. 1–12. DOI:10.5334/joc.45. DOI:10.5334/joc.45. https://hal.science/hal-02138861v1
Snell, J., Mathôt, S., Mirault, J., & Grainger, J. (2018). Parallel graded attention in reading: A pupillometric study. Scientific Reports, 8 (1), 3743. DOI:10.1038/s41598-018-22138-7. https://hal.science/hal-01908948〉
Snell, J., van Leipsig, S., Grainger, J. & Meeter, M. (2018). OB1-reader: A model of word recognition and eye movements in text reading. Psychological Review, 125, 969-984. DOI:10.1037/rev0000119. https://hal.science/hal-03945786
2019
Beyersmann, E., Grainger, J., & Castles, A. (2019). Embedded stems as a bootstrapping mechanism for morphological parsing during reading development. Journal of Experimental Child Psychology, 182, 196–210. DOI:10.1016/j.jecp.2019.01.010. https://hal.science/hal-02138866v1
Declerck, M., Eben, C., & Grainger, J. (2019). A different perspective on domain-general language control using the flanker task. Acta Psychologica, 198, 102884. DOI:10.1016/j.actpsy.2019.102884. https://hal.science/hal-02445997v1
Ktori, M., Bertrand, D., & Grainger, J. (2019). What’s special about orthographic processing: Further evidence from transposition effects in same-different matching. Quarterly Journal of Experimental Psychology, 72, 1780-1789. DOI:10.1177/1747021818811448. https://hal.science/hal-02091337v1
Meade, G., Grainger, J., & Holcomb, P. J. (2019). Task modulates ERP effects of orthographic neighborhood for pseudowords but not words. Neuropsychologia, 129, 385–396. DOI:10.1016/j.neuropsychologia.2019.02.014
Meade, G., Grainger, J., Midgley, K. J., Holcomb, P. J., & Emmorey, K. (2019). ERP Effects of masked orthographic neighbour priming in deaf readers. Language Cognition and Neuroscience, 34(8), 1016–1026. DOI:10.1080/23273798.2019.1614201
Mirault, J., Snell, J., & Grainger, J. (2019a). Reading without spaces: The role of precise letter order. Attention, Perception, & Psychophysics, 81, 846-860. DOI:10.3758/s13414-018-01648-6. https://hal.science/hal-02138871v1
Mirault, J., Snell, J., & Grainger, J. (2019b). Reading without spaces revisited: The role of word identification and sentence-level constraints. Acta Psychologica, 195, 22-29. DOI:10.1016/j.actpsy.2019.03.001. https://hal.science/hal-02138873v1
Pegado, F. & Grainger, J. (2019). Dissociating lexical and sublexical contributions to transposed-word effects. Acta Psychologica, 201, 102943. DOI:10.1016/j.actpsy.2019.102943. https://hal.science/hal-02447374
Snell, J. & Grainger, J. (2019). Word position coding in reading is noisy. Psychonomic Bulletin & Review, 26, 609-615. DOI:10.3758/s13423-019-01574-0 . https://hal.science/hal-02448204
Snell, J. & Grainger, J. (2019). Readers are parallel processors. Trends in Cognitive Sciences, 23, 537-546. DOI:10.1016/j.tics.2019.04.006. https://hal.science/hal-02447614
Snell, J., Meade, G., Meeter, M., Holcomb, P.J., & Grainger, J. (2019). An electrophysiological investigation of orthographic spatial integration in reading. Neuropsychologia, 129, 276-283. DOI:10.1016/j.neuropsychologia.2019.04.009. https://hal.science/hal-02447438
Vandendaele, A., Snell, J., & Grainger, J. (2019). Letter migration errors reflect spatial pooling of orthographic information. Attention, Perception, & Psychophysics, 81, 2026-2036. DOI:10.3758/s13414-019-01746-z. https://hal.science/hal-02447275
Wen, Y., Snell, J., & Grainger, J. (2019). Parallel, cascaded, interactive processing of words during sentence reading. Cognition, 189, 221-226. DOI:10.1016/j.cognition.2019.04.013. https://hal.science/hal-02448130
2020
Beyersmann, E., Grainger, J., & Taft, M. (2020). Evidence for embedded word length effects in complex nonwords. Language Cognition and Neuroscience, 35(2), 235–245. DOI:10.1080/23273798.2019.1659989
Beyersmann, E., Mousikou, P., Javourey-Drevet, L., Schroeder, S., Ziegler, J. C., & Grainger, J. (2020). Morphological Processing across Modalities and Languages. Scientific Studies of Reading, 24(6), 500–519. DOI:10.1080/10888438.2020.1730847. https://hal.science/hal-02991231v1
Cauchi, C., Lété, B., & Grainger, J. (2020). Orthographic and phonological contributions to flanker effects. Attention, Perception, & Psychophysics, 82, 3571-3580. DOI:10.3758/s13414-020-02023-0. https://hal.science/hal-03394641
Declerck, M. (2020). What about proactive language control? Psychonomic Bulletin & Review, 27(1), 24–35. DOI:10.3758/s13423-019-01654-1
Declerck, M., Ivanova, I., Grainger, J., & Dunabeitia, J. A. (2020). Are similar control processes implemented during single and dual language production? Evidence from switching between speech registers and languages. Bilingualism-Language and Cognition, 23(3), 694–701. DOI:10.1017/S1366728919000695. https://hal.science/hal-02447254v1
Deckerck, M., Wen, Y., Snell, J., Meade, G., & Grainger, J. (2020). Unified syntax in the bilingual mind. Psychonomic Bulletin and Review, 27, 149-154. DOI:10.3758/s13423-019-01666-x. https://hal.science/hal-02446978
Dufour, S., & Grainger, J. (2020). The influence of word frequency on the transposed-phoneme priming effect. Attention Perception & Psychophysics, 82(6), 2785–2792. 10.3758/s13414-020-02060-9. https://hal.science/hal-02871237v1
Meade, G., Grainger, J., Midgley, K. J., Holcomb, P. J., & Emmorey, K. (2020). An ERP investigation of orthographic precision in deaf and hearing readers. Neuropsychologia, 146, 107542. DOI:10.1016/j.neuropsychologia.2020.107542
Meeter, M. Marzouki, Y. Avramiea, A.E., Snell, J., & Grainger, J. (2020). The role of attention in word recognition: Results from OB1-reader. Cognitive Science, e12846. DOI:10.1111/cogs.12846. https://hal.science/hal-03940530
Mirault, J. & Grainger, J. (2020). On the time it takes to judge grammaticality. The Quarterly Journal of Experimental Psychology, 73, 1460-1465. DOI:10.1177/1747021820913296. https://hal.science/hal-03379736
Mirault, J., Guerre-Genton, A., Dufau, S., & Grainger, J. (2020). Using virtual reality to study reading: An eye-tracking investigation of transposed-word effects. Methods in Psychology, 100029. DOI:10.1016/j.metip.2020.100029. https://hal.science/hal-02862183
Mirault, J., Yeaton, J., Broqua, F., Dufau, S., Holcomb, P.J., & Grainger, J. (2020). Parafoveal-on-foveal repetition effects in sentence reading: A co-registered eye-tracking and EEG study. Psychophysiology, 57, e13553. DOI:10.1111/psyp.13553. https://hal.science/hal-02862178
Pegado, F. & Grainger, J. (2020). A transposed-word effect in same-different judgments to sequences of words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46, 1364-1371. DOI:10.1037/xlm0000776. https://hal.science/hal-03940544
Vandendaele, A., Declerck, M., Grainger, J., & Snell, J. (2020). How readers process syntactic input depends on their goals. Acta Psychologica, 203, 103006. DOI:10.1016/j.actpsy.2020.103006. https://hal.science/hal-02446927
2021
Beyersmann, E., Montani, V., Ziegler, J. C., Grainger, J., & Stoianov, I. P. (2021). The dynamics of reading complex words: Evidence from steady-state visual evoked potentials. Scientific Reports, 11(1), 15919. DOI:10.1038/s41598-021-95292-0. https://hal.science/hal-03320167v1
Beyersmann, E., Mousikou, P., Schroeder, S., Javourey-Drevet, L., Ziegler, J. C., & Grainger, J. (2021). The dynamics of morphological processing in developing readers: A cross-linguistic masked priming study. Journal of Experimental Child Psychology, 208, 105140. DOI:10.1016/j.jecp.2021.105140. https://hal.science/hal-03190528v1
Di Liberto, G. M., Nie, J., Yeaton, J., Khalighinejad, B., Shamma, S. A., & Mesgarani, N. (2021). Neural representation of linguistic feature hierarchy reflects second-language proficiency. Neuroimage, 227, 117586. DOI:10.1016/j.neuroimage.2020.117586. https://hal.science/hal-03493373v1
Dufour, S., Mirault, J., & Grainger, J. (2021). Do you want /?oloka/ on a /bistok/? On the scope of transposed-phoneme effects with non-adjacent phonemes. Psychonomic Bulletin & Review, 28(5), 1668–1678. DOI:10.3758/s13423-021-01926-9. https://hal.science/hal-03225295v1
Fernández-López, M., Mirault, J., Grainger, J., & Perea, M. (2021). How resilient is reading to letter rotations? A parafoveal preview investigation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47, 2029-2042. DOI:10.1037/xlm0000999. https://hal.science/hal-03396272
Grainger, J., & Beyersmann, E. (2021). Effects of Lexicality and Pseudo-Morphological Complexity on Embedded Word Priming. Journal of Experimental Psychology-Learning Memory and Cognition, 47(3), 518–531. DOI:10.1037/xlm0000878
Grainger, J., Snell, J., & Beyersmann, E. (2021). Morphological processing in the flankers task. Language Cognition and Neuroscience, 36(3), 288–295. 10.1080/23273798.2020.1810292
Kerr, E., Mirault, J., & Grainger, J. (2021). On non-adjacent letter repetition and orthographic processing. Psychonomic Bulletin and Review, 28, 596-609. DOI:10.3758/s13423-020-01837-1. https://hal.science/hal-03099210
Massol, S., Mirault, J., & Grainger, J. (2021). The contribution of semantics to the sentence superiority effect. Scientific Reports, 11, 1-6. DOI:10.1038/s41598-021-99565-6. https://hal.science/hal-03396287
Massol, S. & Grainger, J. (2021). The sentence superiority effect in young readers. Developmental Science, 24, e13033. DOI:10.1111/desc.13033. https://hal.archives-ouvertes.fr/hal-03563542
Meade, G., Declerck, M., Holcomb, P.J., & Grainger, J. (2021). Parallel semantic processing in the flankers task: Evidence from the N400. Brain and Language, 104965. DOI:10.1016/j.bandl.2021.104965 . https://hal.science/hal-03833396
Meade, G., Grainger, J., & Declerck, M. (2021). Friend or foe? Flankers reverse the direction of orthographic neighborhood effects. Language, Cognition, and Neuroscience, 36, 535-542. DOI:10.1080/23273798.2020.1849750. https://hal.science/hal-03833393
Meade, G., Mahnich, C., Holcomb, P. J., & Grainger, J. (2021). Orthographic neighborhood density modulates the size of transposed-letter priming effects. Cognitive Affective and Behavioral Neuroscience, 21, 948-959. DOI:10.3758/s13415-021-00905-w. https://hal.science/hal-03940600
Mirault, J., Albrand, J.-P., Lassault, J., Grainger, J., & Ziegler, J. C. (2021). Using Virtual Reality to Assess Reading Fluency in Children. Frontiers in Education, 6, 693355. 10.3389/feduc.2021.693355. https://hal.science/hal-03257346v1
Mirault, J., & Grainger, J. (2021). Single word reading in the “real” world: Effects of transposed-letters. Journal of Cognition, 4(1): 27, pp. 1–8. DOI:10.5334/joc.160. https://hal.science/hal-03940604
Mirault, J., Massol, S., & Grainger, J. (2021). An algorithm for analyzing cloze test results. Methods in Psychology, 100064. DOI:10.1016/j.metip.2021.100064. https://hal.science/hal-03940613
Pegado, F. & Grainger, J. (2021). On the noisy spatiotopic encoding of word positions during reading: Evidence form the change detection task. Psychonomic Bulletin and Review, 28, 189-196. DOI:10.3758/s13423-020-01819-3. https://hal.science/hal-03833397
Pegado, F., Torres, A. R., Weissheimer, J., & Ribeiro, S. (2021). A protocol to examine the learning effects of ‘multisystem mapping’ training combined with post-training sleep consolidation in beginning readers. STAR Protocols, 2(3). DOI:10.1016/j.xpro.2021.100712
Pegado, F., Wen, Y., Mirault, J., Dufau, S., & Grainger, J. (2021). An ERP investigation of transposed-word effects in same-different matching, Neuropsychologia, 153, 107753. DOI:10.1016/j.neuropsychologia.2021.107753. https://hal.science/hal-03226383
Scaltritti, M., Grainger, J., & Dufau, S. (2021). Letter and word identification in the fovea and parafovea. Attention, Perception, & Psychophysics, 83, 2071-2082. DOI:10.3758/s13414-021-02273-6. https://hal.science/hal-03226375
Snell, J., Cauchi, C., Grainger, J., & Lété, B. (2021). Attention extends beyond single words in beginning readers. Attention, Perception, & Psychophysics, 83, 238-246. DOI:10.3758/s13414-020-02184-y. https://hal.science/hal-03396336
Wen, Y., Mirault, J., & Grainger, J. (2021a). Fast syntax in the brain: ERP evidence from the RPVP paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47, 99-112. DOI:10.1037/xlm0000811. https://hal.science/hal-03169781
Wen, Y., Mirault, J., & Grainger, J. (2021b). The transposed-word effect revisited: the role of syntax in word position coding. Language, Cognition, and Neuroscience, 36, 668-673. DOI:10.1080/23273798.2021.1880608. https://hal.science/hal-03833413
2022
Armando, M., Grainger, J., & Dufau, S. (2022). Multi-LEX: a database of multi-word frequencies for French and English. Behavior Research Methods. DOI:10.3758/s13428-022-02018-9. https://hal.science/hal-03840777
Brossette, B., Grainger, J., Lété, B., & Dufau, S. (2022). On the relations between letter, word, and sentence processing during reading. Scientific Reports, 12, 17735. DOI:10.1038/s41598-022-22587-1. https://hal.science/hal-03826953
Cauchi, C., Beyersmann, E., Lété, B, & Grainger, J. (2022). A developmental perspective on morphological processing in the flankers task. Journal of Experimental Child Psychology, 221, 105448. DOI:10.1016/j.jecp.2022.105448. https://hal.science/hal-03666314
Dufour, S., & Grainger, J. (2022). When You Hear /Bakset/ Do You Think /Basket/? Evidence for Transposed-Phoneme Effect With Multisyllabic Words. Journal of Experimental Psychology-Learning Memory and Cognition, 48(1), 9. DOI:10.1037/xlm0000978. https://hal.science/hal-03141336v1
Dufour, S., Mirault, J., & Grainger, J. (2022a). Transposed-word effects in speeded grammatical decisions to sequences of spoken words. Scientific Reports, 12:22035. DOI:10.1038/s41598-022-26584-2. https://hal.science/hal-03903126
Dufour, S., Mirault, J., & Grainger, J. (2022b). Investigating the locus of transposed-phoneme effects using cross-modal priming. Acta Psychologica, 226, 103578. DOI:10.1016/j.actpsy.2022.103578. https://hal.science/hal-03619856v1
Fournet, C., Mirault, J., Perea, M., & Grainger, J. (2022). Effects of letter case on processing sequences of written words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48, 1995–2003. DOI:10.1037/xlm0001179. https://hal.science/hal-03813898
Grainger, J. (2022). Word recognition 1: visual and orthographic processes. In M. J. Snowling, C. Hulme, & K. Nation (Eds.). The Science of Reading: A Handbook (2nd edition), pp 60-78. John Wiley. DOI:10.1002/9781119705116.ch3. https://hal.science/hal-03831649
Javourey-Drevet, L., Dufau, S., Francois, T., Gala, N., Ginestie, J., & Ziegler, J. C. (2022). Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French. Applied Psycholinguistics, 43(2), 485–512. DOI:10.1017/S014271642100062X. https://hal.science/hal-03549026v1
Javourey-Drevet, L., Dufau, S., Ziegler, J. C., & Gala, N. (2022, June). HIBOU: an eBook to improve Text Comprehension and Reading Fluency for Beginning Readers of French. In Proceedings of the 2nd Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI) within the 13th Language Resources and Evaluation Conference (pp. 39-45).. https://aclanthology.org/2022.readi-1.6. https://hal.science/hal-03708319v1
Massol, S. & Grainger, J. (2022). Effects of horizontal displacement and intercharacter spacing on transposed-character effects in same-different matching. PLOS ONE, 17, e0265442. DOI:10.1371/journal.pone.0265442. https://hal.science/hal-03615928
Meade, G., Grainger, J., & Holcomb, P. J. (2022). Language Dominance Modulates Transposed-Letter N400 Priming Effects in Bilinguals. In Journal of Cognition, 5(1). DOI:10.5334/JOC.203. https://hal.science/hal-03814224v1
Mirault, J., Declerck, M., & Grainger, J. (2022). Fast priming of grammatical decisions: repetition and transposed-word effects. Royal Society Open Science, 9, 211082. DOI:10.1098/rsos.211082. https://hal.science/hal-03563389
Mirault, J., Leflaëc, C., & Grainger, J. (2022). Orthographic relatedness and transposed-word effects in the grammatical decision task. Attention, Perception, & Psychophysics, 84, 1043-1051. DOI:10.3758/s13414-021-02421-y. https://hal.science/hal-03814198
Mirault, J., Massol, S., & Grainger, J. (2022). Effects of non-adjacent letter repetition in the same-different matching task. Language, Cognition, and Neuroscience, 37, 1292 – 1302. DOI:10.1080/23273798.2022.2061022. https://hal.science/hal-03950096
Mirault, J., Vandendaele, A., Pegado, F., & Grainger, J. (2022). Transposed word effects when reading serially. PLOS ONE, 17(11): e0277116. DOI:10.1371/journal.pone.0277116. https://hal.science/hal-03940706
Ordonez-Magro, L., Mirault, J., Grainger, J., & Majerus, S. (2022). Sequential versus simultaneous presentation of memoranda in verbal working memory: (How) does it matter? Memory & Cognition, 50, 1756–1771. DOI:10.3758/s13421-022-01284-4. https://hal.science/hal-03950065
Ordonez-Magro, L., Fagot, J., Grainger, J., & Rey, A. (2022). On the role of interference in sequence learning in Guinea baboons (Papio papio). Learning and Behavior, in press. 10.3758/s13420-022-00537-1. https://hal.science/hal-03709849
Snell, J., Grainger, J., & Meeter, M. (2022). Relative letter position coding revisited. Psychonomic Bulletin & Review, 29, 995 - 1002. DOI:10.3758/s13423-021-02039-z. https://hal.science/hal-03814193
Vandendaele, A. & Grainger, J. (2022). Now you see it, now you don’t: Flanker presence induces the word concreteness effect. Cognition, 218, 104945. DOI:10.1016/j.cognition.2021.104945. https://hal.science/hal-03814236
Wen, Y., Mirault, J., & Grainger, J. (2022). A transposed-word effect on word-in-sequence identification. Psychonomic Bulletin & Review, 29, 2284-2292. DOI:10.3758/s13423-022-02132-x. https://hal.science/hal-03942957
Winsler, K., Grainger, J., & Holcomb, P.J. (2022). On letter-specific crowding and reading: Evidence from ERPs. Neuropsychologia, 176, 108396. DOI:10.1016/j.neuropsychologia.2022.108396. https://hal.science/hal-03831749
Yeaton, J. & Grainger, J. (2022). Positional cueing, string location variability, and letter-in-string identification, Acta Psychologica, 223, 103510. DOI:10.1016/j.actpsy.2022.103510. https://hal.science/hal-03813974
In press (2023)
Fournet, C., Mirault, J., Perea, M., & Grainger, J. (2023). Effects of alternating letter case on processing sequences of written words. The Quarterly Journal of Experimental Psychology, in press.
Snell, J., Mirault, J., Theeuwes, J., & Grainger, J. (2023). Readers use word length information to determine word order. Journal of Experimental Psychology: Human Perception and Performance, in press
