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Language in Mind: An Introduction to Psycholinguistics, Second Edition
Julie Sedivy

Chapter 8: Word Recognition

Multiple Choice

1. If participants were asked to complete a lexical decision task, which priming word would
result in the fastest recognition of bread as a real word?
a. Baker, because of the semantic link between bread and a bakery
b. Child, because children often enjoy baked goods that come from bakers
c. Mailbox, because of the similar shape between a mailbox and a loaf of bread
d. White, because this is the typical color of bread
Answer: a
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 3. Applying

2. Which scenario provides evidence of inhibition?

a. When participants are shown a display containing pictures of a boat, a seed, a goat, and a light
bulb, and are asked to click on the boat, the movement of their eyes to the target is slower than
when the goat is replaced by a present.
b. When participants are shown a display containing pictures of a boat, a seed, an anchor, and a
light bulb, and are asked to click on the boat, the movement of their eyes to the target is faster
than when the anchor is replaced by a present.
c. During a lexical decision task, participants more quickly identify still as a word if they were
previously primed by the word stiff than if primed by door.
d. When asked to click on the hammer, participants ignore the picture of a box of tissues because
it is not related to a hammer.
Answer: a
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 4. Analyzing

3. Competition tends to
a. facilitate word recognition.
b. inhibit word recognition.
c. lead to steady improvement in word recognition over time.
d. enhance semantic priming.
Answer: b
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 2. Understanding

4. Which of the following words has the highest phonetic neighborhood density?
a. Bee

© 2019 Oxford University Press

b. Orange
c. Swing
d. Harp
Answer: a
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 3. Applying

5. _______ is the phenomenon in which it takes longer to recognize a word that shares sounds
with many other words than it does to recognize a word that is very phonetically distinct from
other words.
a. Semantic priming
b. Facilitation
c. Neighborhood density effect
d. Mediated semantic priming
Answer: c
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 1. Remembering

6. Which word activation sequence best represents what you would expect to occur during
mediated semantic priming?
a. hemlock → key → door → window
b. spit → spin → spot → spout
c. bike → pedal → foot → sock
d. stem → flower → petal → rose
Answer: c
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 3. Applying

7. Here is a lexical decision task in which a prime is presented very briefly, covered by a “mask,”
and then followed by a target word. What is the rationale for using this masked priming
methodology?

Related Prime
Prime: NURSE (50 ms)
Mask: ##### (500 ms)
Target: DOCTOR

Unrelated Prime
Prime: WRENCH (50 ms)
Mask: ###### (500 ms)
Target: DOCTOR

a. It reduces the likelihood that participants will use a task-specific strategy of trying to think of
words related to NURSE or WRENCH.
b. It increases the likelihood that participants will respond faster to DOCTOR when it is preceded
by a related word, such as NURSE, than an unrelated word, like WRENCH.

© 2019 Oxford University Press

c. It decreases the likelihood that participants will respond faster to DOCTOR when it is
preceded by a related word, such as NURSE, than an unrelated word, like WRENCH.
d. It allows researchers to present the target stimulus at just the right time when a priming effect
is most likely to occur.
Answer: a
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 3. Applying

8. Which of the following is not a factor affecting word recognition time?

a. Frequency
b. Age when the word is first acquired
c. Transitional probability between phonemes
d. Length
Answer: c
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 1. Remembering

9. If you were designing a study, which of the following two words would not be fair to include
in the same condition due to differences in how they are accessed?
a. Battle and paddle because they rhyme and are a minimal pair
b. Doctor and ornithologist because they differ in frequency, length and age of acquisition
c. Teacher and teaches because they are two different parts of speech
d. Love and peace because they are too conceptually similar and conceptually abstract
Answer: b
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 3. Applying

10. If participants were asked to respond by pulling a lever toward or away from them, which of
the following results might happen?
a. Pulling faster toward themselves for the target sentence She opened the drawer than for She
closed the drawer
b. Pushing faster away from themselves for the target sentence She opened the drawer than for
She closed the drawer
c. Pushing faster away from themselves for the target sentence She grabbed a cold soda from the
fridge than for She put the soda in the fridge
d. Pulling faster toward themselves for the target sentence She pushed her friend toward the door
than for She pulled her friend away from the door
Answer: a
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 3. Applying

11. Identify the pair of homophones.

a. listen, hear
b. breed, bred
c. sew, sewn
d. peer, pier

© 2019 Oxford University Press

Answer: d
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 2. Understanding

12. Which scenario describes a crossmodal task?

a. Participants primed with an image of a horse must decide if the letter sequence they see next is
a word or a non-word.
b. Participants hear the sentence John jumped in the water, and must decide if the letter sequence
they see next is a word or a non-word.
c. After hearing the word anger, participants are asked to say as many semantically related words
as possible in 30 seconds.
d. After seeing a series of various dog faces, participants are asked to categorize visually
presented words as animal or object.
Answer: b
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 3. Applying

13. In Swinney’s 1979 crossmodal priming study, which condition led to decreased activation of
the test word’s meaning that was not primed?
a. Decreasing the ISI between the test word and the prime
b. Presenting the study passage at a louder volume
c. Increasing the ISI between the test word and the prime
d. Presenting the study passage text on the screen along with the auditory presentation of the
study passage
Answer: c
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 2. Understanding

14. You are running a study similar to Duffy et al.’s 1988 experiment. You will present
participants with the following sentence: The advisory _______ met once per week. The blank
will be filled with either cabinet or group. Which word will take participants longer to read, and
why?
a. Group, because it is a more commonly used word than cabinet in the English language
b. Cabinet, because it is the more often used and dominant term for a collection of people
c. Group, because it is an unambiguous word for a collection of people
d. Cabinet, because it is the less frequently used and subordinate term for a collection of people
Answer: d
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 4. Analyzing

15. Which scenario illustrates implicit priming of behavior?

a. Observing the rate of yawning in participants when presented with words related to sleep
(including dream and bed) versus words not related to sleep
b. Observing whether participants choose an item of clothing based on its accessibility/position
in their closet
c. Comparing food sales at 9:00 am with those at to 5:00 pm at a fast food restaurant

© 2019 Oxford University Press

d. Measuring participants’ positive/negative ratings of the phrase energy exploration compared
with drilling for oil
Answer: a
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 3. Applying

16. You hear the sentence “Liam was out in the yard digging in the garden,” and subsequently
you recognize the word mole faster as the animal and not in the sense of being a spy. Which is
not a realistic explanation for this effect?
a. Pre-activation of semantic features based on context
b. Bottom-up recognition of multiple meanings
c. Inhibitory links between multiple meanings of polysemous words
d. Masked priming
Answer: d
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 4. Analyzing

17. As you begin to hear the word storm, other phonetically similar words such as store and
stomp may also be activated during the first few hundred milliseconds of storm. Which model or
effect best accounts for this type of spoken word activation?
a. Neighborhood density effect
b. Marslen-Wilson’s cohort model
c. McGurk effect
d. Implicit semantic priming
Answer: b
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 3. Applying

18. The uniqueness point for the word rotund is

a. ro.
b. rot.
c. rotu.
d. rotun.
Answer: c
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 4. Analyzing

19. Which word pair represents the closest cohort competitors of the word sandwich?
a. sandy, sandal
b. sumo, sushi
c. satiate, satire
d. song, seal
Answer: a
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 4. Analyzing

© 2019 Oxford University Press

20. Which example supports the idea that semantic information about cohort competitors may be
activated during incremental language processing?
a. Presentation of batter speeds up lexical decision responses to battle and bat.
b. Presentation of batter increases eye fixation times for an image of a soldier compared with a
librarian.
c. Presentation of batter increases eye fixation times for an image of a bat compared with a
phone.
d. Presentation of batter speeds up lexical decision responses to cake.
Answer: b
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 4. Analyzing

21. Imagine that your child is learning a popular holiday song, and instead of singing “All of the
other reindeer,” she has learned the words as “Olive, the other reindeer.” This is an example of
a. the rhyme effect.
b. a homograph.
c. a mondegreen.
d. the Ganong effect.
Answer: c
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 3. Applying

22. Refer to the figure.

You are carrying out an eye-tracking experiment using this display, similar to one used in
Allopenna et al. (1998). The longer eye fixation on the parrot compared to the nickel at the
prompt Pick up the carrot is best explained by the
a. cohort model.

© 2019 Oxford University Press

b. McGurk effect.
c. Ganong effect.
d. TRACE model.
Answer: d
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 3. Applying

23. In Spivey and Marian’s 1999 study, bilingual English–Russian speakers heard instructions
such as Can you hand me the marker? At the same time, the subjects were shown a set of objects
that included a stamp, which is pronounced /marka/ in Russian, and a marker. The results of the
study support the conclusion that
a. lexical items belonging to different languages can compete with one another.
b. the neighborhood density effect applies to each language separately.
c. the McGurk effect is found only in a person’s dominant language.
d. phoneme restoration applies to both languages, but not to the same degree.
Answer: a
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 4. Analyzing

24. Imagine you are learning an obscure language spoken by only a few dozen people in the
Sahara Desert. They tell you the translation for “apple” in their language is pronounced “kal-ko-
MAR-ko.” They write this word like so: ₺ ҉ ổ ҉ What type of writing system do these
Saharans use?
a. Logographic
b. Syllabic
c. Morphemic
d. Alphabetic
Answer: b
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 3. Applying

25. The equation 4 + 3 = 7 conveys meaning using a _______ writing system, whereas the word
seven conveys meaning using a _______ writing system.
a. syllabic; logographic
b. alphabetic; syllabic
c. logographic; alphabetic
d. logographic; syllabic
Answer: c
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 3. Applying

26. _______ is required to identify the distinct phonemes contained in the word trilobite, a
difficult task for young children and illiterate adults.
a. Masked priming
b. Incremental language processing
c. Perceptual invariance

© 2019 Oxford University Press

d. Phonemic awareness
Answer: d
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 3. Applying

27. Considering models of reading, the word _______ is more likely to be activated via the direct
route, whereas _______ would be activated by the assembled phonology route.
a. mint; fit
b. colonel, mint
c. mint; enough
d. enough; colonel
Answer: b
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 3. Applying

28. At the county fair, you hear your sister yell, “Look at the be_ le.” You are surrounded by
barking dogs and thus interpret be_ le as beagle, not beetle. Proponents of _______ would argue
that your awareness of the context affected your interpretation of the ambiguous word.
a. a modular mind design
b. an integrative mind design
c. the cohort model
d. the dual route model
Answer: b
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 3. Applying

29. Which of the following is not a reason the English language’s system of spelling is very
loosely connected to pronunciation?
a. Language pronunciation has been changing while spelling has stayed the same.
b. Scribes spelled words with an influence of French and Latin.
c. A centralized group of scribes decided spelling early on and did not update the rules.
d. Anglo-Saxons adopted an alphabet that did not perfectly correspond to individual phonemes of
the English language.
Answer: c
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 1. Remembering

30. If you are shopping at a market in a country where you do not speak or read the language,
you are most likely to understand how much to pay for goods if their prices are presented in
a. morphemes.
b. syllabic characters.
c. logographs.
d. alphabetic characters.
Answer: c
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 2. Understanding

© 2019 Oxford University Press

Short Answer

1. Yee and Sedivy’s 2006 study used the eye-tracking technique to investigate auditory semantic
priming. Provide an example of the kind of visual display that was used, describe their findings,
and briefly relate these findings to investigations of the same phenomenon using a lexical
decision task.
Answer: Participants were shown a visual display and asked to click on a target picture (such as a
hammer) among other items (such as a nail, a box of tissues, and a cricket). Participants
accurately identified the object, the hammer. But the eye-tracking data revealed that upon
hearing the word hammer, participants tended to look at a semantically related object (e.g., the
nail) more often than at unrelated items. The study corroborated the results of lexical decision
experiments, which showed that if a word like nail was preceded by a related word like hammer,
it was recognized more quickly than if it was preceded by an unrelated word like cricket. The
Yee and Sedivy study showed that semantic priming can be observed with spoken language as
well as written language, and it provided more detailed information about the time course of
activating semantically related words.
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 2. Understanding

2. Using the lexical decision task, design an experiment to compare the effects of form versus
semantic priming on word activation. Include the expected results in your answer.
Answer: Participants would be primed with phonetic neighbors, semantically related words, or
control primes. Primes would be presented just before the target word. The researcher would
measure how long it takes to identify a target as a word or a non-word. For example, one set of
test items could include the test word spin preceded by a semantically related word (such as
whirl or turn), a phonetic neighbor (such as span or spit), or a control word (such as boat or
tree). Researchers would present participants with whirl, span, or boat during the priming phase,
and then measure how long it takes the participants to identify spin as a word. The difference in
the time taken to identify spin across the three conditions would provide insight regarding which
type of priming affects word activation. Based on other studies, we would expect response times
to be faster when primed by semantically related words than when primed by control words, and
slower when primed by phonetic neighbors than control words.
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 6. Creating

3. How does mediated semantic priming provide support for a spreading activation model of
word activation?
Answer: In a spreading activation model, words are connected to other words in the lexicon by
the strength of their semantic associations based on meaning and usage. Mediated semantic
priming occurs when a word’s activation is facilitated by an indirect relation to another word,
such as when the word news primes paper, which then primes towel. The more distant the
semantic or phonetic association, the less effective the priming. So in a lexical decision task, we
would expect faster response times to paper than towel if both are primed by the word news.

© 2019 Oxford University Press

Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 4. Analyzing

4. Describe how both excitatory and inhibitory connections can contribute to the process of
recognizing the word stove.
Answer: When the word stove is presented, individual phoneme units within the word, such as
“s”, “t” and “v,” become activated, and this activation flows along excitatory connections to
words that contain these sounds, such as stove but also phonetically similar words such as stave
and starve. This means that those other, phonetically similar words compete with the word stove.
However, there are also inhibitory connections between these competing words, so that as a word
unit becomes activated, it suppresses the activation of competing words. Because stove is the
best phonetic match for the sounds that are being heard, it is the most heavily activated among
the competing words, and will exert the strongest inhibitory pressure, resulting in activation that
is much higher than its competitors.
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 4. Analyzing

5. Are words in memory isolated abstract representations of meaning, or are they linked to
perceptual memories of our experiences of the meanings of words? Support your answer with
evidence from the text.
Answer: (Answers may vary. A complete answer need refer to only one of the several studies in
the text that apply to this question.) Evidence suggests that our current physical state affects
access to words related to that physical state. Boulenger and colleagues (2008) reported
differences in participants’ speed of activation of action words depending on their ability to
control their own movements. The study was run with a group of individuals suffering from
Parkinson’s disease. Participants who were given a medication that gave them more control over
their movement retrieved action words more quickly than the participants who did not receive
the medication. Other studies have led to similar conclusions. For instance, Warrington and
Shallice (1984) found that people with damage to the vision-processing regions of their brain had
difficulty accessing words that refer to concepts that are experienced visually (like birds).
Likewise, Klatzky et al. (1989) found that participants more quickly accessed nouns such as pen
or knife if their body was poised in a position in which they would make use of the object. These
studies suggest that the mental representation of a word is not stored in isolation as an arbitrary
linguistic unit. Rather, words appear to be intimately connected with the brain regions that are
associated with their underlying meanings.
Textbook Reference: 8.1 A Connected Lexicon
Bloom’s Level: 2. Understanding

6. Refer to the figure.

© 2019 Oxford University Press

Based on the figure, describe the effects of context on word activation and how the models in A
and B differ with regard to how they characterize the influence of context on understanding the
ambiguous word bank.
Answer: Figure A is a model that allows only bottom-up processing of incoming stimuli. First,
activation from the individual sounds flows up to the word level to activate both meanings of
bank. Both meanings are initially equally active, since they receive equal amounts of activation
from the sound level. At a later stage, the listener consults the context to decide which meaning
is more appropriate for the situation. Figure B, is a model in which context is allowed to have a
direct, top-down effect on the activation of the words. Here, both meanings of bank receive the
same amount of bottom-up activation from the sound level, but activation can simultaneously
flow downward from the context to the word level; given that one meaning is a better fit with the
context than the other, that meaning will receive a greater amount activation from the context.
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 4. Analyzing

7. Consider the Berger and Fitzsimons (2008) study in which photographs of dogs were
presented to people, after which they felt more positively about products with the Puma brand
name. This is presumably because the semantic relationship between dogs and pumas made the
brand name feel more familiar, a factor that is known to promote positive attitudes. Design an
experiment involving brand names to further explore the link between familiarity and attitudes,
but focus on familiarity related to the sounds of brand names rather than their meanings. Be sure
to include examples of key stimuli and appropriate controls, and to specify which conditions you
are comparing and the results you expect.
Answer: (Answers may vary, but should include a means of inducing a sense of phonetic
familiarity. Below are two examples based on concepts in the text.)
a) The experiment would have a priming phase activating unrelated or related sounds, followed
by a test phase in which brand preference is determined. In the priming phase, participants would
make lexical decisions to a list of words. Half of the participants would be primed with words
that are phonetically similar to the target brand but unrelated to the other brand. The other half of
the participants would be primed with words that have no sound overlap at all with the target

© 2019 Oxford University Press

brand. In the test phase, participants would be shown several images, some with the target brand
packaging and some with other brand’s containers, and asked to rate how much they would like
to buy each product. I predict that the group primed with words phonetically related to the target
brand will have higher ratings for the target brand than the group primed with unrelated words.
b) This experiment would examine the effects of neighborhood density on preferences for novel
brand name preferences. All else being equal, new brand names that have many phonetically
similar neighbors should feel more familiar than brand names that have very few phonetic
neighbors because they will activate many other words in the lexicon. For this study, a pair of
familiar and unfamiliar stimuli would be created and paired with certain products, thus becoming
novel brand names. One brand name will have many phonetically similar neighbors (e.g., lin)
whereas the other will have very few neighbors (e.g., zav). Participants will see photos of the
products with the brand name appearing below the photo, and they will rate how much they
would like to buy each product. The stimuli will be counterbalanced so that half of the
participants will see Beverage A with the brand name Lin and Beverage B with the brand name
Zav, and the other half will see Beverage A with the brand name Zav and Beverage B with the
brand name Lin. This is done to control for any inherent preferences for either of the products in
the photos. Ratings for brand names from dense lexical neighborhoods (lin) are expected to be
higher than ratings for brand names from sparse lexical neighborhoods.
Textbook Reference: 8.2 Ambiguity
Bloom’s Level: 6. Creating

8. Refer to the figure.

Based on Allopenna et al.’s 1998 study, describe the time course of spoken word activation and
what would happen as subjects hear the word beaker while viewing this figure.

© 2019 Oxford University Press

Answer: As we hear the first phonemes of a spoken word, we begin to activate possible phonetic
candidates. As the word’s other phonetic components are also recognized, phonetic neighbors
that do not contain those components are suppressed, and we are left with fewer and fewer
candidate words, until the target word is activated. Phonetic neighbors that do not match the
target become less active as they diverge from the signal of the target word. For example,
subjects who hear the word beaker would show near equal activation rates, based on how long
they gaze at either an image of a beaker or a beetle until they heard the phonemes /k/, at which
time, they would focus more on the image of the target word, indicating that beetle was a less
viable candidate for activation. Words that rhyme with the target (speaker) are also activated,
even though they are not cohort candidates; however, they become activated slightly later than
cohorts like beetle, and their activation level is never as high as the cohort.
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 2. Understanding

9. What prediction would the cohort model make about the activation of the word weaver when
subjects hear the word cleaver? What prediction would the TRACE model make in the same
scenario? Explain the mechanisms behind each model’s predictions.
Answer: The cohort model predicts that weaver will be no more activated than an unrelated word
that has no sound overlap at all with cleaver, such as tablet. This is because the cohort model
states that activation is limited to words that have the same onset as the word being spoken. For
example, upon hearing the first phoneme in cleaver, only words beginning with that phoneme
(e.g., car, kiss, clover, cleats, etc.) will become activated; upon hearing the second phoneme,
only words beginning with the same two phonemes will be activated (e.g., clover, cleats, etc.)
and so on. In contrast, the TRACE model predicts that weaver will be activated to a greater
degree than tablet upon hearing the word cleaver. This is because the TRACE model predicts
activation to increase for any word that overlaps substantially with the word being spoken,
regardless of whether this overlap occurs at the beginning, middle, or end of the word.
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 3. Applying

10. You want to observe and measure lexical activation and describe the incremental dynamics
of some process. What measurement tools might you use and why?
Answer: Eye-tracking, EEG, fMRI, NIRS, etc. Each of the measurements will include some
description emphasizing that there is better temporal resolution than other behavioral methods.
Textbook Reference: 8.3 Recognizing Spoken Words in Real Time
Bloom’s Level: 3. Applying

11. Consider Perfetti et al.’s 2010 analysis of which brain areas are activated during reading of
Chinese and English characters and what you know about the differences between the alphabetic
and logographic writing systems. What advice would you give an English speaker learning to
read Chinese?
Answer: Perfetti et al. found that reading Chinese, which uses a logographic writing system,
tends to produce more bilateral activity in the visual areas, whereas increased brain activity tends
to be more localized in the left hemisphere when reading English. This suggests that an English
speaker may need to be especially patient as her brain learns to recruit new networks that have
not previously been used for reading. In an alphabetic writing system, each character or phoneme

© 2019 Oxford University Press

Test Bank for Language in Mind: An Introduction to Psycholinguistics, 2nd Edition, Julie Sed

carries no intrinsic meaning. In a logographic writing system, each character already contains a
great deal of meaning. When learning Chinese, English speakers should focus on memorizing the
specific meaning of the characters and the sounds that relate to those meanings because there is
no way to sound out words in Chinese.
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 5. Evaluating

12. Use the connectionist model of reading to explain how we learn to read both irregularly
spelled words (such as knock and enough) and phonetically regular ones (e.g., mint and stab).
Answer: The connectionist model accounts for our ability to make sense of both irregular and
regular spellings by strengthened connections between sequences of letters and the phonetic and
semantic aspects of word representations based on their usage and likelihood of occurrence.
Constant feedback between the phonetic, orthographic, and semantic characteristics of words
results in a web or connection between these aspects of written language. Irregularly spelled
words are understood because they, too, have their own set of connections between these three
aspects of written language; however, because these orthographic patterns occur less often than
regular spelling patterns, these connections may be weaker than for regularly spelled words.
Therefore, in this model, there are no “rules” for spelling; we merely get the impression that
there are rules because some patterns that are used to spell words are much more common than
others.
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 2. Understanding

13. If you were to redesign the orthography of the English language to better correspond to
pronunciation, what aspects would you change, and what challenges to a uniform pronunciation
would you encounter?
Answer: Each phoneme would need a corresponding symbol, requiring new symbols for sounds
such as /sh/ which are one sound but two letters. All words would need to be respelled according
to this new system. Challenges include word spellings that would be resistant to change such as
people’s names, having a centralized system that would regulate spelling over time, and
differences in accent where pronunciations differ between regions.
Textbook Reference: 8.4 Reading Written Words
Bloom’s Level: 3. Applying

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Bainbridge, Major-General E. G. T., C.B.

McDouall, Lt.-Colonel R., C.B., C.M.G., C.B.E., D.S.O.

Legion d’Honneur (Chevalier)

Chapman, Major G. A. E., D.S.O.
Crookenden, Major J., D.S.O.

Lee, Major G., M.C.

Medaille Militaire
Fletcher, No. 976 Sgt. E.

Hawkins, No. 5269 Corpl. P.

Hinkley, No. L/8599 L.-Sergt. S. H.

Orwin, No. 8045 Pte. H.

Spiller, No. 9872 Corpl. C. W.

Croix de Guerre
Asprey, Captain P. R., M.C.

Bainbridge, Major-General Sir E. G. T., K.C.B.

Burge, Captain M. R. K.

Cremer, No. 9337 Corpl. W. J.

Hickman, Lieut. F.

Kenchington, Captain A. G., M.C.

Knight, No. 3588 Pte. E. J.

Lynden-Bell, Major-General Sir A. L., K.C.B., K.C.M.G.

Neale, No. 5018 Pte. P. J.

Osborne, Captain A. E.

Ponsonby, Captain C. E.
Power, Lt.-Colonel R. E., D.S.O.

Rand, No. L/10038 Sgt. F. C.

Soames, Lt.-Colonel L. H.

Whitaker, Major F., M.C.

Wilson, Lieut. A. J.

Ordre du Merite Agricole

Scarlett, Lt.-Colonel the Hon. P. G., M.C.

Medaille d’Honneur avec glaives

 Bushell, No. G/8588 L.-Corpl. C. W.

Chapman, No. L/9636 Corpl. F.

George, No. G/9303 Corpl. H.

Harrigan, No. S/8104 Pte. J.

Millen, No. 240161 C.Q.M.S. A. H.

Rainford, No. G/375 Pte. J.

GREECE
Greek Military Cross
Cook, No. L/7907 C.S.M. F. R.

Edwards, No. 6397 R.Q.M.S. W. S.

Thewles, Lt.-Colonel H. A., D.S.O.

Greek Medal for Military Merit

Barnard, Major W. G. F., D.S.O.

Manning, Lieut. W.

ITALY
Order of the Crown of Italy
Lynden-Bell, Major-General Sir A. L., K.C.M.G., C.B.

Trevor, Lt.-Colonel W. H., D.S.O.

Wilson, Lieut. C. E.
 Silver Medal for Military Valour
Henriques, Captain B. L. Q.

Macdonnell, Lieut. R. G.

Peareth, Major A. J.

Bronze Medal for Military Valour

Andrews, No. 7051 C.S.M. A. W.

JAPAN
Order of the Rising Sun
Lynden-Bell, Major-General Sir A. L., K.C.M.G., C.B.

ROUMANIA
Order of the Crown of Roumania
Jude, Captain P.

Medaille Barbatie si Credinta

Butler, No. 22401 Pte. G. W.
Butler, No. 14975 Pte. R. L.

Piggott, No. G/17893 Pte. E. W.

RUSSIA

Order of St. Alexander Nevsky

Paget, General the Rt. Hon. Sir Arthur, P.C., G.C.B., K.C.V.O.

Order of St. Vladimir

 Lynden-Bell, Major-General A. L., C.B., C.M.G.

Order of St. Stanislas

Vyvyan, Colonel Sir C. B., Bart., C.B., C.M.G.

Cross of the Order of St. George

Heasman, No. 9632 Pte. F.

St. John, No. 1111 C.S.M. F. H., D.C.M.

Medal of St. George

Crame, No. G/3301 L.-Corpl. C. J., D.C.M.

Hannaford, No. 8211 L.-Corpl. R.

Hills, No. 9402 Cpl. H. W.

Munday, No. 203 Pte. A.

Rose, No. 10223 Sgt. H.

Smith, No. 8926 Sgt. V. R., D.C.M.

Waghorn, No. 8796 Pte. G. J.

SERBIA
Order of the White Eagle
Barnard, Captain W. G. F., D.S.O.

Lynden-Bell, Major-General Sir A. L., K.C.B., K.C.M.G.

Paget, General the Hon. Sir Arthur, P.C., G.C.B., K.C.V.O.

 Cross of Karageorge
Lawson, No. 5691 Pte. W.

Twort, No. 2133 Pte. R. T.

Silver Medal for Valour

Bebb, No. G/6676 Pte. J. E.

Hedger, No. 04888 Sgt. C. O.

Gold Medal
Ransley, No. 1217 Pte. H.
 APPENDIX V
MENTION IN DESPATCHES

Officers
(The rank is given as stated in the Gazette; in the case of more than
one mention the highest rank is given)
NAME. RANK.
Adamson, G. R. 2nd Lieut.
Allen, C. V. Captain
Allen, E. H. Captain
Allen, J. F. W. Captain
Anderson, D. K. Major (2)
Archer Houblon, H. L. Captain (2)

Bainbridge, E. G. T. Major-General (4)

Barnard, W. G. F. Lt.-Colonel (2)
Barris, J. A. Captain
Beale, G. S. Captain
Beevor, M. Lt.-Colonel (3)
Beswick, A. H. Lieut.
Blackall, C. W. Lt.-Colonel (2)
Blake, N. G. Lieut.
Blood-Smyth, H. B. Captain
Body, J. Lt.-Colonel (4)
Bowden, E. M. Major
Brackenbury, E. A. Captain
Brodie, H. W. Captain

Carman, L. G. Lieut.
Cattley, C. F. Captain
Chamberlain, A. L. L. 2nd Lieut.
Chapman, G. A. E. Major (2)
Clapperton, T. Captain
Clouting, C. E. 2nd Lieut.
Collison-Morley, H. D. Lt.-Colonel
Corney, A. Lieut. & Qr.-Mr. (2)
Corrall, W. R. Lt.-Colonel (3)
Couchman, C. C. Lieut.
Cree, H. F. Captain
Crookenden, J. Major

Dangerfield, P. 2nd Lieut.

Davidson, C. E. G. Captain
Davies, B. E. Captain (3)
Dawson, W. F. Major
Digby, R. L. Lieut.
Dixon, G. S. Captain
Dolamore, A. W. Captain
Dyson, H. A. Captain

Elmslie, W. F. Lt.-Colonel
Essell, F. K. Lt.-Colonel

Fay, C. R. Captain
Ferguson, D. G. 2nd Lieut.
Filmer, W. G. H. Captain (2)
Finch Hatton, E. H. Br.-General (2)
Findlay, H. Lt.-Colonel (2)
Fine, H. Captain
Fish, A. L. Lieut.
Fisher, C. J. Major
Ford, H. F. P. 2nd Lieut.
Fort, L. Captain
Forwood, H. Major
Foster, F. W. Captain & Qr.-Mr. (3)
Fraser, J. S. Major
Friend, R. S. I. Lt.-Colonel
Froome, H. A. J. 2nd Lieut.
Furley, B. E. Major

Geddes, A. D. Colonel
Goss, E. H. A. Lieut.
Grant, L. B. Major (2)
Green, E. C. Captain
Green, H. W. Lt.-Colonel (2)
Greenway, C. D. K. Captain (2)
Groves-Raines, R. G. D. Captain

Hall, E. F. Captain (2)

Hamilton, G. F. Lieut.
Hammond, G. F. Lieut.
Hardy, H. S. Captain
Harper, N. A. Lieut.
Harrison, W. A. Captain
Hasler, J. Br.-General (2)
Hatfield, C. E. Captain
Hayfield, A. S. 2nd Lieut.
Hayfield, C. D. Captain (2)
Hedley, W. A. C. Captain
Henriques, B. L. Q. Lieut. (2)
Hill, H. C. de la M. Colonel
Hollebone, E. G. Captain
Homan, R. W. Captain
Hulke, L. I. B. Lt.-Colonel
Hunter, H. 2nd Lieut.

Jackson, J. V. R. Captain
James, A. K. H. Captain
James, G. M. Captain
Jelf, C. G. 2nd Lieut.
Jude, P. Major

Keasley, W. E. Lieut.
Keble, T. H. Captain
Keown, R. W. Captain
Kirkpatrick, H. F. Lt.-Colonel (4)

Lamarque, W. C. Captain
Laverton, W. R. C. Captain
Lea-Smith, L. A. Lieut.
Lee, G. Major (3)
Lilley, A. A. 2nd Lieut.
Linwood, N. Captain & Qr.-Mr.
Lomax, J. H. Captain
Lucas, L. W. Lt.-Colonel (4)
Lynden-Bell, A. L. Major-General (10)

McCallum, A. Captain
McDermott, W. K. Lieut.
McDonnell, R. G. 2nd Lieut.
McDouall, R. Br.-General (6)
Macfadyen, W. A. Captain
Marshall, F. A. J. E. Captain
Marsh-Smith, C. W. Captain
Mockett, V. Captain (2)
Morgan, H. de R. Major (2)
Morrell, F. A. Captain

Nicholas, W. L. J. Lieut.
Nicholson, A. C. L. 2nd Lieut.
Northcote, D. H. G. Lieut.

O’Neale, G. Captain
Overy, T. S. Captain

Page, J. C. Captain (2)

Peake, W. Captain
Peareth, A. J. Major (2)
Phillips, F. Captain
Pinhey, R. A. Captain
Pittock, J. A. Lieut. (2)
Porter, C. ’L. Br.-General (8)
Power, R. E. Lt.-Colonel (4)
Prothero, L. E. A. Captain (2)

Rawkins, R. A. Lieut.
Reed, A. H. Lieut.

Sargent, L. C. Major
Scarlett, P. G. Captain the Hon. (2)
Smeltzer, A. S. Lt.-Colonel (4)
Soames, A. Major
Stone, W. T. Captain (2)
Stronge, H. C. T. Lt.-Colonel (2)
Strudd, F. C. R. Lt.-Colonel

Taylor, C. C. O. 2nd Lieut.

Ternan, H. A. B. Major (2)
Thewles, H. A. Lt.-Colonel
Thomas, D. V. Captain
Thomson, A. B. Captain
Thornhill, G. R. Lieut.
Toynbee, J. W. H. Lieut.
Trevor, W. H. Lt.-Colonel (4)
Trollope, A. G. Lt.-Colonel

Vaughan, J. Captain (2)

Vertue, N. G. Captain

Ward, H. E. Captain
Ward, R. O. C. Captain
Weldon, S. W. Captain (3)
Wilkinson, F. D. Lieut.
Williams, W. T. 2nd Lieut. (2)
Whitaker, F. Major
Whitlock, C. S. 2nd Lieut.
Whitmarsh, A. J. Captain
Wilson, C. T. N. W. Captain
Wort, P. C. Lieut.
Worthington, C. A. V. Lt.-Colonel

Warrant and N.C.O.’s and Men

NAME. RANK. REGTL. NO.
Akehurst, W. C.Q.M.S. 270725
Anderson, H. Pte. 9290
Andrews, A. W. R.S.M. L/7051 (2)
Appleton, C. Pte. G/2052
Arundell, S. R. Pte. 242911
Atkinson, J. Pte. 240261
Ayres, A. J. L.-Corpl. 6884

Bacon, E. Corpl. G/13353

Barnes, H. J. Pte. L/10185
Barnes, J. S. L/Sergt. G/8537
Barton, L. R. W. L.-Corpl. 200105
Bebb, J. E. Pte. G/6676
Beverley, H. Pte. L/8497
Bingham, C. F. C.S.M. 265106
Bishop, C. C.Q.M.S. 240525
Blacknell, E. J. Dr. 240039
Blanch, W. E. Pte. G/8455
Borton, E. Sgt. 241861
Boswell, A. L.-Corpl. 10086
Boswell, T. A. L.-Corpl. L/9446
Boyes, G. Pte. 206102
Bradley, E. J. Pte. 241432
Bray, G. V. L.-Corpl. 614
Brett, C. S. R.S.M. L/7906 (2)
Brown, F. F. Pte. 7629
Brown, W. Sgt. 6020
Burberry, D. Sgt. G/428
Buzzard, J. L.-Corpl. 1838
Campbell, F. Pte. 241014
Carpenter, H. F. Sgt. 270618
Chapman, F. L.-Corpl. L/9636
Chatfield, G. E. Sgt. 9710
Clancey, J. Pte. 2183
Clarke, J. W. L.-Corpl. 240422
Cleave, E. L.-Corpl. 3555
Collings, B. Pte. G/22217
Constable, D. W. Sgt. 243277
Cook, F. R. C.S.M. L/7907
Cooling, C. L.-Corpl. 719
Cullen, A. L.-Corpl. 8407

Dewhurst, W. Pte. S/10935

Dixon, E. F. Pte. 484
Driscoll, F. Corpl. 9066
Dunster, R. E. Sgt. 201187
Duff, W. G. Dr. 5995

Ferry, T. H. Pte. 6652

Foley, P. G. Sgt. 270049
Forrest, A. H. Pte. 4412
Fraser, F. G. Corpl. 9226
Freeman, H. Sgt. L/8192
French, F. W. C.Q.M.S. L/8071
Freshwater, T. Pte. L/10501
Friend, E. A. Sgt. 200581

Garlinge, W. J. Pte. 5196

Gibson, V. D. C.S.M. 241021
Gilbert, B. Corpl. 270746
Gilbert, F. T. Sgt. L/8546
Gittings, W. G. Pte. G/876
Goldfinch, A. H. Sgt. 8205
Graves, F. R. Corpl. 10264
Greenless, T. L.-Corpl. 270275
Gundlach, R. T. L.-Corpl. G/639
Gunn, A. E. Pte. 9313
Gurney, A. Pte. 241138

Hackney, P. Sgt. 200615

Hall, F. Corpl. 242905
Hall, W. E. Corpl. G/12913
Harrington, T. F. R.S.M. 8890
Hart, E. G. Pte. G/3435
Harvey, J. W. Pte. 242932
Harvey, O. F. C.Q.M.S. 270024
Heaver, H. W. Sgt. 200329 (2)
Hemens, W. G. C.Q.M.S. 242934
Hickson, H. C. C.S.M. 242779
Hill, H. W. Corpl. 9402
Hills, J. Pte. 8703
Horton, H. G. Pte. 5091
Howard, H. Sgt. 9088
Hull, F. V. C.Q.M.S. 240047

Ings, G. F. R.Q.M.S. 7201

Ivory, S. Corpl. 13292

Jagger, J. J. L.-Sergt. 242907

Jenrick, G. W. Pte. 7655
Jordan, S. Pte. 241875

Karop, A. Sgt. 242980 (2)

Keyes, F. G. Pte. G/12834
King, A. W. Pte. 24290
Kingsford, A. R.Q.M.S. 27004
Kirkbright, W. S. L.-Corpl. 290090

Lambeth, G. Pte. L/9648

Lawrence, H. C.S.M. 241496
Lawson, W. Pte. G/5691
Linstead, W. Pte. 364
Lockyer, H. J. Sgt. 8055

McCann, J. E. Pte. S/145

Maloney, H. J. Pte. L/8152
Marshall, A. E. Pte. 243290
Martin, H. J. C.S.M. 8357
Matthews, T. F. H. Pte. G/882
May, W. A. Pte. 8219
Meggett, W. A. Sgt. 240381
Middleton, J. Pte. 8826
Monger, J. H. R.S.M. G/1460
Moon, L. G. Sgt. 4181
Moore, S. Sgt. 1379
Morgan, J. W. W. Pte. 9191
Mosto, R. W. Pte. 6712

Neville, H. W. L.-Sergt. 269

Newham, H. C.S.M. 241481

Page, F. H. C.S.M. 7763

Page, W. E. C.Q.M.S. 20497
Payne, E. J. Pte. G/3461
Peattie, F. Sgt. 6470
Perry, E. R. C.Q.M.S. 240456
Pilcher, A. C. Corpl. S/160
Poole, E. C.Q.M.S. 6487
Potts, A. J. Sgt. L/8898
Prebble, S. Sgt. G/2549
Purser, L. J. Sgt. 242947

Read, W. R. Corpl. 8974

Real, W. A. Sgt. 10382
Reardon, A. Pte. 270478
Reed, W. N. C.S.M. G/1147
Ronketti, P. A. C.Q.M.S. 20491
Rose, H. Corpl. 20282

St. John, F. R. R.S.M. 240118

Sanger, A. H. T. R.S.M. L/5692
Saunders, A. J. C.S.M. L/6243
Scott, F. F. Sgt. 91
Seath, S. Pte. 148
Setterfield, A. V. Pte. 347
Sharpe, W. J. Sgt. 241199
Sibun, J. Sgt. L/8337
Simmonds, F. T. J. Corpl. G/15862
Simmons, A. C. Sgt. L/9239
Skinner, W. J. J. Pte. 559
Smith, C. Pte. 242956
Spargo, H. T. Pte. 202952
Stocks, J. Corpl. G/1829
Swinyard, G. A. C.S.M. 240072

Thorpe, C. H. C.Q.M.S. 270505

Trick, F. W. Sgt. 243082
Turmaine, F. W. C.Q.M.S. L/6662
Turnbull, G. Sgt. 242782
Vincer, P. A. Sgt. 7967

Wall, W. J. L.-Corpl. 260

Wanstall, F. N. Pte. G/7628
Ward, J. Sgt. 8438
Wicken, P. C. Pte. G/12941
Wickington, H. G. Sgt. 1300
Willis, F. E. Col.-Sergt. 240043
Wren, W. H. Corpl. 6635
 APPENDIX VI
MENTION “B” (FOR RECORD)

Officers
NAME. RANK.
Bayard, R. Br.-General
Burge, M. R. K. Lieut. (2)
Butler, E. M. Lieut.

Cobbe, C. C. Major
Cowell, A. V. Lt.-Colonel

Dauglish, G. V. Colonel
Dimmock, F. M. Captain

Groves-Raines, R. G. D. Major
Gullick, H. T. Major

Hardy, H. S. Major
Hart, N. S. Captain
Hirst, H. D. Lt.-Colonel
Hulke, L. I. B. Lt.-Colonel (2)

Jackson, H. W. Captain

Kingsland, C. P. Major
Knight, L. C. E. Major

Mantle, H. Lieut.
Meakin, G. A. Captain
Messel, L. C. R. Lt.-Colonel
Moilliet, E. L. Lieut.

Palmer, V. T. D. Captain
Parry, E. C. M. Captain
Pearson, R. F. Colonel
Phillips, W. A. Captain
Pike, H. E. Lieut.
Port, J. Captain

Sparrow, H. F. Lt.-Colonel
 Tait, G. M. Captain (2)
Tattersall, J. C. Major
Twisleton-Wykeham-Fiennes, H. E. Major
Tylden, W. Major
Tylden-Pattenson, A. H. Major

Ward, H. E. Captain
Wilkins, D. A. Captain
Williams, M. S. Major
Williams, R. W. Captain

Warrant and N.C.O.’s and Men

NAME. RANK. REGTL. NO.
Allen, W. G. Pte. 6266

Ball, G. E. Sergt.-Major 6127 (2)

Bosanquet, B. R.S.M. L/10853
Brown, C. R.S.M. L/8652
Buckley, J. W. C.S.M. 200055
Butler, G. E. Q.M.S. 6388

Carpenter, C. K. S.M. 6124

Cavanagh, J. T. Pte. G/17555
Cooke, W. H. R.S.M. L/2531
Cooper, A. C. Sgt. 8874
Coopey, T. G. C.Q.M.S. 204472
Corke, W. S.M. 6132 (2)
Cufflin, J. Corpl. L/10750
Cumbley, S. G. — 6122

Dewey, H. J. S.M. 6129 (2)

Early, J. H. C.Q.M.S. 1461

Fisher, A. E. S.M. 6227 (2)

Fox, F. W. C.S.M. 200004

Gilmore, F. Q.M.S. 6125 (2)

Glover, H. Q.M.S. 6241
Gordon, C. J. Q.M.S. 8307

Hanson, H. E. Q.M.S. 6283

Hartridge, W. F. Q.M.S. 8544
Hayes, S. H. S.M. 6130 (2)
Hayhow, A. Q.M.S. 7845

Johnson, H. Pte. 19204

Jones, S. J. Sgt. 53090

Kendall, S. C. Q.M.S. 8117

Kinnear, G. V. Q.M.S. 6119
Knott, R. H. Q.M.S. G/6370
Kottaun, W. F. Corpl. 19318

Latham, G. F. Q.M.S. 36902

Laver, G. H. S.S. G/5953

McKeen, J. J. Sgt. 200062

McVey, J. — 6195
Martin, R. C.S.M. 5003
Masters, F. A. R. Q.M.S. 8543
Milnes, N. Sgt. 241649
Mousley, G. S. Pte. 11103
Musty, W. J. Q.M.S. 6010

Pearce, W. S. Q.M.S. 8858

Potter, T. S.M. 6131 (2)

Revell, D. R.S.M. TR.10/16001

Ritchie, F. J. Q.M.S. 8810
Roberts, T. Q.M.S. 6123 (2)
Robinson, J. Q.M.S. 7924 (2)
Rowe, H. J. — 8116
Rudge, T. Pte. 19206

Scott, W. J. C.Q.M.S. 265108

Scragg, F. C. C.Q.M.S. G/21586
Shoobridge, C. S. L.-Sergt. 203601
Smith, H. Pte. G/17556
Smith, S. Q.M.S. 6120
Stace, C. Q.M.S. 5986
Streten, A. J. Q.M.S. 6253

Thomas, W. S.M. 36901

Waterfall, F. Q.M.S. 8545

Watson, J. W. L.-Sergt. S/708
Weeks, E. O. Sgt. 5458
Wellington, E. E. Q.M.S. 5951