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The quality of implicit morphological knowledge in adult Hebrew readers with developmental dyslexia was investigated. The priming paradigm was used to examine whether these adults extract and represent morphemic units similarly to normal readers during online word recognition. The group with dyslexia as a whole did not exhibit priming with visual presentation as opposed to both age- and reading-level controls. Priming was absent when the prime and target words shared a morpheme and even when the prime and the target were identical. Only the students with phonological dyslexia, who exhibited relatively good performance in the orthographic judgment task, exhibited repetition priming but not morphological priming. Strong repetition and morphological priming effects were found for participants with dyslexia when the stimuli were auditory. The implications of the dissociation between visual and auditory priming for the locus of the deficit in morphological processing during word recognition are discussed. 相似文献
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Reaction times and picture evaluations by 18 adults with hearing loss were compared with those of 18 matched controls during two visual priming tasks. In Task 1, participants reacted to sexual and plant target pictures (while influenced by similar preceding pictures) by pressing "sex" or "plant" buttons. In Task 2, they evaluated target Japanese ideographs (while influenced by preceding positive or negative facial expressions as prime pictures) by pressing "positive" or "negative" buttons. In Task 1, the controls had the faster responses. In Task 2, they showed the usual congruent priming effect during very short prime presentations. Participants with hearing loss showed this effect only during short and long prime presentation times; thus, they were not superior to the controls in picture recognition, instead showing (a) impaired processing of visual information or (b) impaired perceptual-motor skills regarding quick responses to visual information (or both). 相似文献
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韩红根 《扬州大学学报(高教研究版)》2003,7(3):51-53
保卫部门形象的构成可分为三大部分：一是保卫部门的理念识别系统，二是保卫部门的行为识别系统，三是保卫部门视觉识别系统。保卫部门实施现代CI战略，必须树立积极向上的保卫部门精神理念，建立良好的行为识别系统，创立独特的视觉识别系统，建立迅捷有效的信息发散回馈机制。 相似文献
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Vermeulen AM van Bon W Schreuder R Knoors H Snik A 《Journal of deaf studies and deaf education》2007,12(3):283-302
The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (CI) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual word recognition. Reading comprehension scores of children with implants were significantly better than those of deaf children without implants, although the performance in implant users was substantially lagging behind that in hearing children. Visual word recognition was better in children with CIs than in children without implants, in secondary education only. No difference in visual word recognition was found between the children with CIs and the hearing children, whereas the deaf children without implants showed a slightly poorer performance. The difference in reading comprehension performance of the deaf children with and without CIs remained present when visual word recognition was controlled for. This indicates that other reading-related skills were also contributing to the improved reading comprehension skills of deaf children with CIs. 相似文献
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《Contemporary educational psychology》1988,13(2):102-115
Two experiments examined the effects of visual and auditory modes of input on long-term memory. In Experiment 1, 40 subjects learned a 40-word list presented in a blocked or random fashion. In the blocked conditions learners were presented half the nouns in one modality followed by the remaining 20 words in the other modality (See-Hear or Hear-See). Subjects in random conditions also received half the list in each modality, but the presentation was random (Mixed or Mixed Reverse). Following a 6-min delay, subjects completed an 80-item visual recognition test. Analysis of these data showed significantly (p < .05) greater recognition of words presented visually than those presented auditorily. Experiment 2 was designed to test the hypothesis that learners may visualize a “literal copy” of the stimulus item by controlling for the extent to which the recognition measure offered a visual cue. Two groups of 40 subjects were examined using the same procedure used in Experiment 1, with the exception that one group received a visual recognition test while the other was tested auditorily. These data showed that the lack of a visual cue hindered the recognition of visually presented words, while it had little effect on stimuli presented auditorily. The results of these experiments were interpreted as support for the hypothesis that physical characteristics of a stimulus may persist in memory well beyond immediate memory intervals. Subjects were seen to make modality-specific decisions by testing long-term memory for the presence or absence of a visual memory trace. 相似文献
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The effect of intrauterine PCB exposure on visual recognition memory 总被引：22，自引：0，他引：22
Adverse neonatal outcomes have been associated with intrauterine exposure to polychlorinated biphenyls (PCBs). In a follow-up study of exposed and nonexposed infants, 123 infants tested at birth were administered Fagan's test of visual recognition memory at 7 months. 2 measures of prenatal PCB exposure, cord serum PCB level and maternal report of contaminated fish consumption, both predicted less preference for a novel stimulus. Preference for novelty decreased in a dose-dependent fashion with increasing levels of prenatal PCB exposure. Postnatal exposure from nursing was not related to visual recognition memory. The relation between prenatal exposure and visual recognition was not mediated by the neonatal deficits, suggesting that intrauterine PCB exposure may have a delayed effect on central nervous system (CNS) functioning. 相似文献
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雍佳 《柳州职业技术学院学报》2013,13(3):80-83
在企业形象设计中,感觉识别系统被不断扩展,听觉识别、嗅觉识别、味觉识别、触觉识别以及情感识别等系统成为企业形象视觉识别战略的延伸。 相似文献
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Differential rates of visual information processing in full-term and preterm infants 总被引：4，自引：0，他引：4
S A Rose 《Child development》1983,54(5):1189-1198
This study investigated the effect of increasing familiarization time on the visual recognition memory of 6- and 12-month-old full-term and preterm infants. Infants were given trials in which they viewed a shape for either 10-, 15-, 20-, or 30-sec familiarization and were then tested for visual recognition memory using the paired comparison technique. While the older infants showed evidence of recognition memory after less familiarization time than the younger ones, at both ages preterms required considerably longer familiarization than full-terms. The pattern of performance replicates our earlier finding of developmental lags in the visual information processing of 6-month-old preterms and extends these findings to 12-month-olds. These results suggest that there are persistent differences between preterm and full-term infants throughout at least the first year of life in this very fundamental aspect of cognition. 相似文献
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听觉障碍学生与正常学生视觉识别敏度的比较研究 总被引：2，自引：5，他引：2
为了探讨听觉障碍学生和正常学生在视觉图形识别敏度上的差异,我们采用Dr.Hirsch.B.Helmut编制黑白与彩色测试卡设计了二维隐匿图形视觉搜索实验,结果表明:(1)学校、性别与正斜像之间的交互作用显著;不同学校男生对正斜像识别反应时呈现出不同的变化趋势,特别是聋校男生识别斜像的反应时明显低于普校男生;聋校中不同性别学生对正斜像识别反应时呈现不同变化趋势。(2)听障学生的视觉图像识别的敏度优于正常学生,说明了听障学生存在明显的视觉补偿作用。(3)视觉识别敏度不具有明显的性别差异。(4)听障学生和正常学生的心理旋转能力不存在显著差异。 相似文献
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二语习得者在视觉词汇提取过程中,依据对词汇的熟悉程度,词汇的语音信息和词形信息不同程度地参与了词汇的提取。本文回顾了国内外心理词汇提取的相关理论,结合笔者对词汇提取的测试结果,运用错误分析法分析语音和词形参与词汇提取的效应。 相似文献
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CI战略在城市形象建设中具有独到的作用。在石家庄城市形象建设中导入CI战略,可从理念识别系统、行为识别系统、视觉识别系统等方面进行规划。 相似文献
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V. M. Holmes 《Reading and writing》2012,25(1):23-44
Two experiments were conducted investigating the role of visual sequential memory skill in the word recognition efficiency of undergraduate university students. Word recognition was assessed in a lexical decision task using regularly and strangely spelt words, and nonwords that were either standard orthographically legal strings or items made from words with internal transposed letters. Symbol memory was evaluated in a recognition procedure in which sequences of three to five unfamiliar complex symbols were presented, each followed by a subsequent array containing the symbols either in the same order or with an order transposition. In Experiment 1, there was no independent contribution of symbol memory to either word or nonword processing independently of the ability to discriminate the symbols from one another. In Experiment 2, although symbol memory made a significant contribution to word recognition independently of symbol discrimination and letter identification for two conditions??long strangely spelt words and short transposed-letter items, the effects were extremely small. It was concluded that non-verbal visual sequential memory skill does not play a central role in underpinning efficiency of word recognition in experienced adult readers. 相似文献
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A developmental approach to reading disability: accuracy and speed criteria of normal and deficient reading skill 总被引：7，自引：0，他引：7
M W Lovett 《Child development》1987,58(1):234-260
The constructs of accuracy and speed were adopted as performance criteria against which to define 2 clinical samples of disabled readers. Accuracy-disabled subjects had failed to achieve reliable age-appropriate word recognition skills. Rate-disabled readers were age-appropriate in word recognition accuracy but deficient in reading speed. These disabled readers were compared to fluent normal children selected to be reading at the same level of accuracy as the rate-disabled subjects but at a significantly faster rate. All aspects of the accuracy-disabled subjects' reading systems proved deficient, and these children were less able to learn new sound-symbol associations in a task simulating initial reading acquisition. The rate-disabled subjects exhibited a basic deficit in word recognition speed, compromised accuracy when reading in context, and compromised spelling when competing visual patterns were available. A multidimensional oral language impairment was found to accompany the accuracy disability, while the rate disability appeared restricted to language in its visible form and the naming of visual representations. A visual naming speed impairment was associated with both profiles of deficient reading skill. 相似文献
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OBJECTIVE: The study sought to determine if high-risk, compared to low-risk, mothers make more emotion recognition errors when they attempt to recognize emotions in children and adults. METHOD: Thirty-two demographically matched high-risk (n = 16) and low-risk (n = 16) mothers were asked to identify different emotions expressed by children and adults. Sets of high- and low-intensity, visual and auditory emotions were presented. Mothers also completed measures of stress, depression, and ego-strength. RESULTS: High-risk, compared to low-risk, mothers showed a tendency to make more errors on the visual and auditory emotion recognition tasks, with a trend toward more errors on the low-intensity, visual stimuli. However, the observed trends were not significant. Only a post-hoc test of error rates across all stimuli indicated that high-risk, compared to low-risk, mothers made significantly more emotion recognition errors. Although situational stress differences were not found, high-risk mothers reported significantly higher levels of general parenting stress and depression and lower levels of ego-strength. CONCLUSIONS: Since only trends and a significant post hoc finding of more overall emotion recognition errors in high-risk mothers were observed, additional research is needed to determine if high-risk mothers have emotion recognition deficits that may impact parent-child interactions. As in prior research, the study found that high-risk mothers reported more parenting stress and depression and less ego-strength. 相似文献
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Previous research has suggested that handwriting letters may be an important exerciser to facilitate early letter understanding. Experimental studies to date, however, have not investigated whether this effect is general to any visual–motor experience or specific to handwriting letters. In the present work, we addressed this issue by testing letter knowledge using three measures in preschool children before and after a school-based intervention. Participants were divided into four training groups (letter-writing, digit-writing, letter-viewing, digit-viewing) that either wrote letters or digits or viewed letters or digits, twice a week for 6 weeks. We hypothesized that the visual–motor experience of handwriting letters or digits would improve letter knowledge more than viewing experience and that this effect would not be specific to training with letters. Our results demonstrated that the writing groups improved in letter recognition—one component of letter knowledge—significantly more than the viewing groups. The letter-writing group did not improve significantly more than the digit-writing group. These results suggest that visual–motor practice with any symbol could lead to increases in letter recognition. We interpret this novel finding as suggesting that any handwriting will increase letter recognition in part because it facilitates gains in visual–motor coordination. 相似文献
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This study measured the effect of audio-video channel correspondence on attention and memory. Three versions of four TV news stories were the stimuli. The high-correspondence version employed a specific audio-video semantic match, the medium-correspondence version a less specific match, and the no-correspondence version no match. High channel correspondence promoted the most efficient division of attention and the best memory scores on visual and factual recognition measures. The medium-correspondence version yielded significantly worse visual memory and attention scores, but factual attention and memory scores equal to those for the high-correspondence version. The no-correspondence version yielded high visual recognition scores, but the worst visual attention scores, suggesting that attentional capacity boundaries were overwhelmed by the stimulus. The results across all conditions suggest that when attentional capacity is exceeded, memory of the overall story is degraded. 相似文献