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A sequence of letters or sounds that is not accepted as a word by speakers of a specific language, sometimes used in psychological or linguistic experiments.


(Grammar) a series of letters not recognized as a word



a meaningless word or one that is not recognized or accepted as legitimate.
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PWM was also assessed by the Children's Test of Nonword Repetition (RPSS) (29).
They were told that one stimulus would appear in the center of the screen and their task consisted of pressing a key as rapidly and as accurately as possible, "YES" if a word and "NO" if a nonword appeared.
The Castles and Coltheart reading test 2 (CC2) (Castles et al., 2009) was used to examine single-word and nonword reading.
Nonword repetition and word learning: The nature of the relationship.
(2009) [47] used the Comprehensive Test of Phonological Processing (CTOPP) (ES range: 0.02-1.42, n = 2), revealing significantly better performance in phonological awareness and the nonword repetition subtests in the index mothers compared to mothers of children with a specific language impairment.
CH fell within age- and education-matched controls on both word and nonword minimal pair discrimination tasks, auditory lexical decision, and picture-word matching with auditory foils (p's > .20).
Parts of the world are spiraling down into pitiless pits where mercy is a nonword. Girls kidnapped and used as sex slaves, individuals on mercy missions taken hostage, crowds mowed down by gunfire, families leaving their homes and running for their lives and begging for mercy, while a rogue nation builds a lethal bomb that can blow up planet Earth.
Oftentimes, a single encounter with a novel word or nonword is enough for children to encode orthographic detail [34].
En controles Phonological Working Memory, Digit span y CELF4 Corriveau [31) Los sujetos fueron evaluados con WISC, BPVS (Peabody), Test of word reading efficiency, CELF3, Working memory test batery for children y children's test of nonword repetition.
To be included they had to have a perceptual IQ (Wechsler, 2003) in the normative range and thus could be considered as high-functioning (e.g., Centers for Disease Control and Prevention, 2012), have mastered basic reading skills according to their teacher and as reflected by their score on a scale of word and nonword reading (Desrochers, 2008), and have a sufficiently developed general vocabulary to benefit from the intervention, that is, an age equivalent score of at least 3.5 years (Dunn, Theriault-Whalen, & Dunn, 1993).
The repetition of letters affects ease of processing; presentation of the nonword bontrast speeds the processing of contrast (Davis & Lupker 2006; Forster & Veres 1998).