The impact of (ir)regularities on the learning of words and letters

Nature surrounds us with an intricate web of patterns and regularities. As natural systems evolve, so do the regularities inherent to them, all in order to achieve maximum efficiency. Humans’ perceptual system is exceptionally good at picking up regularities across different domains, and seamlessly integrating them with previously assimilated knowledge. In the present thesis, I explore the impact of regularities on various aspects of novel word learning and the development of orthographic representations. We learn new words every day as literate adults; however, it is still unclear how this occurs. To explore this question, the first two studies I carried out examined the advantage morphology– as a prime example of a regular, frequent, and informative letter chunk– might have in comparison to other letter chunks that may lack either frequency or informativeness. In the third study I adopt a somewhat opposite perspective regarding the potential contribution of regularity in the learning process, and explore the possibility that irregular visual input may be more effective in eliciting the development of abstract orthographic representations.