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1.
We argue that the reading of words and text is fundamentally conditioned by the splitting of the fovea and the hemispheric division of the brain, and, furthermore, that the equitable division of labour between the hemispheres is a characteristic of normal visual word recognition. We report analyses of a representative corpus of the eye fixations of normal readers in the realistic reading of text where we compare hemispheric processing, quantified in terms of uncertainty about the orthographic, phonological and semantic representations of the words of the text. The analyses show that normal reading is accurately understood in terms of an equitable division of labour in the construction of the orthographic identity of the word and that, for English, a semantic division patterns closely with the orthographic division. We infer that impaired inter‐hemispheric co‐ordination of orthographic information may be best compensated for by a reliance on the inter‐hemispheric co‐ordination of semantic information, as in phonological dyslexia.  相似文献   

2.
Many low‐skill readers have problems with visual word recognition. In particular, low‐skill readers show a substantial nonword reading deficit that is attributed to deficits in sub‐lexical processing. In this study, I examined whether the nonword deficits of German 14‐year‐old low‐skill readers were associated with inefficient use of multi‐letter information. In a lexical‐decision experiment, words and nonwords were presented in standard format and in MiXeD cAsE format which has been shown to be especially disrupting for sub‐lexical processing. When the stimuli were presented in standard format, low‐skill readers showed a substantial nonword reading deficit, that is they were generally slower than high‐skill readers, but had special problems with decoding nonwords. However, when stimuli were presented in MiXeD cAsE, low‐ and high‐skill readers showed equal impairments in nonword processing. This finding indicates that low‐skill readers do not use context‐sensitive multi‐letter rules during phonological assembly in normal reading.  相似文献   

3.
Efficient Chinese character reading requires rapid access to orthographic representations of radical form and position. This study identified the temporal sequence of radical form, radical position and lexicality processing in adult first language (L1) and intermediate second language (L2) Chinese readers. Event‐related potential responses in a one‐back repetition detection task were submitted to linear mixed‐effects models. Violation of radical position produced P100 effects that were left‐lateralized for L1 readers and right‐lateralized for L2 readers. When controlling for P100 activation, radical position produced a left‐lateralized effect at the N170 for L2 readers but no additional activities for L1 readers. Radical form effects were found at the N270 for L1 readers, where radical form violation produced larger N270. Results suggested that radical representations are position‐specific in initial orthographic processing for both groups. However, different temporal dynamics and topographic distributions suggested divergent radical processing for native versus non‐native readers from the beginning.  相似文献   

4.
Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading.  相似文献   

5.
We investigated influences of non‐alphanumeric rapid naming on decoding skill growth for regularly and irregularly spelled English words. In a longitudinal study, 52 at‐risk and 69 not‐at‐risk readers were tracked from Grade 1 to Grade 3. Non‐alphanumeric rapid naming ability measured in Grade 1 accounted for unique variance in irregular word decoding in early Grade 2 – strong rapid naming was associated with strong irregular word decoding. An interaction between reading risk status and Grade 1 rapid naming indicated that the influence of Grade 1 rapid naming ability on growth in irregular word decoding was different for at‐risk than not‐at‐risk readers. Non‐alphanumeric rapid naming can have predictive validity as a marker for identifying specific difficulties in learning to read irregular words in at‐risk readers. Results indicate that rapid naming plays a general role in irregular word reading and a specific role in at‐risk readers' growth in irregular word decoding.  相似文献   

6.
In English, positions of lexical stress in disyllabic words are associated with word categories; that is, nouns tend to be stressed more often on the first syllable, whereas verbs are more likely to be stressed on the second syllable (i.e. subject (noun) vs. subject (verb)). This phenomenon, which is called the stress typicality effect, has been shown to facilitate word recognition to native English speakers. However, there is little research on whether it also facilitates word recognition to non-native speakers of English, in particular, to English learners with a tonal first language. To fill this research gap, the present study investigated whether the stress typicality effect modulated word recognition in native speakers of Chinese who learned English as a second language. Both visual grammatical classification and lexical decision tasks were administered to ESL learners with intermediate and advanced English proficiency. The results revealed that Chinese intermediate ESL learners were not sensitive to stress typicality in English; however, the advanced learners were. The findings suggest that different performances in stress assignment among Chinese ESL learners were influenced by their English proficiency levels.  相似文献   

7.
Two experiments were conducted to compare morphological processing of skilled and less skilled Dutch readers. Prefixes and suffixes provide morphological information concerning meaning and/or function of the word stem. There is some empirical support for the hypothesis that these sublexical access units are functionally involved in the process of word recognition. The present study focuses on the role of prefixes as access units in visual word recognition. Adult skilled Dutch readers and elementary school children were presented a lexical decision task using polysyllabic word and nonword items. Prefix Frequency (high/low) and Prefix Quality (true/pseudo prefix ratio) were manipulated. Evidence for differential use of prefix information in adults and elementary school children was found. Characteristic difference patterns between skilled and less skilled readers are discussed. It is concluded that the information accessed by prefixes is semantically combined with the subsequent word stem (root). Characteristics of the prefix plus stem combination largely determine speed of access to the complex word item processed.  相似文献   

8.
在汉语国际音标记音的信息处理中,音质音标需要注意音标符号的形体区别并安装专门的文字处理软件；超音质音标需要用数字表调值。这两种处理方式都存在输入技巧问题,熟悉计算机操作,也可以提高信息处理的效率。  相似文献   

9.
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited.  相似文献   

10.
This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less‐frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in order to directly activate phonological codes independently of orthographic processing. Overall, the results revealed a widespread phonological priming effect in both grades. There was a significant interaction between grade, priming condition and frequency, revealing that the impact of frequency on identity priming differed between grades. In third grade, the results indicated that the priming effect was greater for less‐frequent than for frequent words. In fifth grade, priming effects were similar for both frequent and less‐frequent words. These findings indicate that print and speech processing systems are interconnected in young readers. Moreover, phonological codes play an important role in word recognition throughout reading development.  相似文献   

11.
This study examined the differences in processing between regular and dyslexic readers in a lexical decision task in different visual field presentations (left, right, and center). The research utilized behavioral measures that provide information on accuracy and reaction time and electro-physiological measures that permit the examination of brain activity during cognitive processing. Two groups of university students, regular and dyslexic readers, were matched on age, gender, intelligence, socioeconomic status, and handedness. A lexical decision task was used in order to examine the processes during word recognition. Subjects were required to decide whether a sequence of letters constituted a real word existing in spoken language or whether the stimulus seen was not an accurate word. For the behavioral measures, it was found that the dyslexics read slower and with more errors than the regular readers. Moreover, the ERP components appeared later in dyslexics as compared to regular readers in this task. The performance of the dyslexics improved and even approached that of the regular readers when the stimuli were presented to the left visual field. Thus, it seems that the dyslexics were relying more on their right hemisphere for linguistic processing, whereas the regular readers were relying more on their language areas in the left hemisphere.  相似文献   

12.
The present study used a mediated priming paradigm to examine whether developmental differences exist in the integration of semantic information with orthographic and phonological information during visual word recognition. In Experiment 1, we found that the integration of semantics with phonology and orthography differed among third‐grade, sixth‐grade and college students: orthographically based mediated inhibition effects were found in third‐grade children, whereas phonologically based mediated inhibition effects were found in sixth‐grade children and college students. A second experiment was performed with adults to test the hypothesis that the orthographically based mediated inhibition effect observed with young children was due to deficits in orthographic processing. When stimulus quality was manipulated within the mediated priming paradigm, orthographically based mediated inhibition effects were found when targets were dim, whereas phonologically based mediated inhibition effects were found when targets were bright. Taken together, these results suggest that the allocation of activation during reading may depend on the processing demands of the word recognition system.  相似文献   

13.
Do readers of orthographies in which there is a simple relation between spelling and sound (transparent orthographies) depend more on decoding for word recognition than do readers of opaque orthographies? Participants named printed target words that were preceded (at 300 msec) by a spoken pseudoword that either rhymed or did not rhyme with the target. To the extent that readers depend on decoding (assembled phonology) to recognize the target word, preceding that assembly process with a spoken rhyme ought to facilitate it. A transparent orthography (Turkish), in which each letter has only one pronunciation, was compared to a more opaque one (English). Three ages of participants were studied: second- and fifth-grade children and adults. Rhyme had a stronger effect in Turkish than in English and a stronger effect on younger than on older readers. A second experiment indicated that the difference between languages was not likely to have been an artifact of the proportion of rhymes used. The results support previous work suggesting that orthographic transparency is a determiner of the degree to which readers use phonology during word recognition. This study suggests that readers become less dependent on phonological mediation with experience and that this reduction is more rapid for readers of opaque orthographies.  相似文献   

14.
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood.  相似文献   

15.
Comparisons of the effects of typical and atypical typeface on reading performance among readers of different linguistic backgrounds may yield new insights into the psychology of word recognition. A total of 143 adults (i.e., 50 Chinese, 55 Koreans, 38 native English speakers) participated in the study that involved two computer-based naming tests. The tests presented words with letters that varied in size and shape in Experiment 1 and words containing scrambled letters in Experiment 2. Results from Experiment 1 showed that the interference effect of size and shape on word naming accuracy and latency was robust for all readers. Likewise, results from Experiment 2 showed a broad interference effect of scrambled letters on word naming; however, scrambled letters appeared less disruptive to word naming among Chinese readers compared to their Korean and native English speaking counterparts. Taken together, Chinese speakers were less efficient in recognizing atypical words at the sublexical level, but more efficient at the lexical level.  相似文献   

16.
Skilled reading involves rapid and automatic word recognition. Through a self‐teaching process, phonological decoding during reading is thought to establish the word‐specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty‐eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency.  相似文献   

17.
Some previous studies of visual word recognition have reported an interaction between visual field and word length (measured by number of letters), such that recognition is affected more by word length for words presented in the left than for words presented in the right visual field. However, when manipulating serial position of letters in words to measure length effects, there are also reports of symmetrical word length effects in the two visual fields. Here we report two experiments, presenting four‐ and seven‐letter words, suggesting that the serial position and length effects in the hemispheres are separable and task dependent. For tasks that rely more heavily on letter‐level processing such as letter search (Experiment 1), performance in both hemifields showed similar effects of serial position; however, when comparing four‐ and seven‐letter words, an effect of word length was evident only in the left visual field, in line with the well‐established interaction between word length and hemifield. An interaction between word length and hemifield was confirmed for the same stimuli when they were employed in a lexical decision task, which forced whole‐word processing (Experiment 2). We conclude that the effects of serial position and number of letters in the two visual fields are separable, and are selectively affected by task type.  相似文献   

18.
This study examined differences between adequate and poor readers in phonemic awareness, rapid continuous and confrontation naming, and visual symbol processing. It also investigated which of these skills make independent contributions to word recognition, pseudoword reading, and reading comprehension. Subjects were 170 school referrals of average intelligence, aged 6 to 10 years. The strongest differentiators of adequate and poor readers, with IQ and reading experience controlled, were phonemic awareness, naming speed for letters and pictured objects, and visual symbol processing. Letter naming speed made the largest independent contribution to word recognition, phonemic awareness to pseudoword reading, and object naming speed to reading comprehension. Confrontation picture naming accounted for minimal variance in reading skills, when IQ was controlled. It was concluded that tasks of naming speed, phonemic awareness, and visual symbol processing are valuable components of a diagnostic battery when testing children with possible reading disability.  相似文献   

19.
This study investigated the effects of the Arabic root in the visual word recognition process among young readers in order to explore its role in reading acquisition and its development within the structure of the Arabic mental lexicon. We examined cross-modal priming of words that were derived from the same root of the target (/murattabun/-/tarti:bun/well ordered–order) relative to prime words that included three letters of the target but not root letters (/tura:bun/-/tarti:bun/soil-order) in two elementary-school age groups: second grade and fifth grade. The results showed facilitation in lexical decisions about target words, suggesting that the root is a lexical unit that plays a crucial role in the processing and representation of Arabic from the early stages of written language acquisition. This issue may stem from the morpho-orthographic nature of the written Arabic word and/or from the semantic information conveyed from the roots’ morpheme.  相似文献   

20.
In the present study, maternal Pinyin mediation and its relations with young Chinese children??s word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers?? writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children??s reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children??s non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1?year later. After controlling for children??s age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children??s word writing and 7% of the variance in children??s word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself).  相似文献   

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