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The present paper examines the processes underlying the activation of orthography in children and adults. Two experiments are reported, one conducted on adults and one conducted on children of 9 and 11 years of age, that examined whether the orthographic effects in the auditory rhyme decision task are automatic, or whether they arise from some form of strategically mediated process. The specific question asked is whether the orthographic effects may be modified by an experimental manipulation of the proportion of trials on which spelling and rhyme are incongruent. If they are not then this would suggest that the activation of spelling reflects an automatic process in this task. The results from the experiment with adults showed very clearly that the orthographic facilitation effect for responses to rhymes and the orthographic inhibition effect for responses to non-rhymes were not reliably different for subjects biased towards the use of spelling to assist rhyme decisions and those biased away from the use of spelling. The 11-year-old children tested also showed that they cannot be biased, as they activate the spellings of the words they hear, even though they are not asked to do so, totally automatically. However, the 9-year-old children did show a bias (or ‘set’) effect; only those who were biased towards the use of spelling similarity showed a reliable orthographic facilitation effect.

Automatic Processes Underlying Implicit Spelling Activation in the Auditory Rhyme Decision Task