Visual word recognition during reading is followed by subvocal articulation.

Three experiments examined whether the identification of a visual word is followed by its subvocal articulation during reading. An irrelevant spoken word (ISW) that was identical, phonologically similar, or dissimilar to a visual target word was presented when the eyes moved to the target in the course of sentence reading. Sentence reading was further accompanied by either a sequential finger tapping task (Experiment 1) or an articulatory suppression task (Experiment 2). Experiment 1 revealed sound-specific interference from a phonologically similar ISW during posttarget viewing. This interference was absent in Experiment 2, where similar and dissimilar ISWs impeded target and posttarget reading equally. Experiment 3 showed that articulatory suppression left the lexical processing of visual words intact and that it did not diminish the influence of visual word recognition on eye guidance. The presence of sound-specific interference during posttarget reading in Experiment 1 is attributed to deleterious effects of a phonologically similar ISW on the subvocal articulation of a target. Its absence in Experiment 2 is attributed to the suppression of a target’s subvocal articulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonemic segmentation skill and beginning reading.

Investigated the relation of phonological awareness to learning to read in 63 1st-grade children (mean age 6 yrs 2 mo), who were administered tests of verbal intelligence, phonemic segmentation ability, and reading achievement. Verbal intelligence was measured using the PPVT—Form A. Results indicate that the relation of nondigraph word segmentation to reading achievement is greater than that of digraph word segmentation to reading achievement and that this relation is nonlinear. Consistent with the claim of a causal connection between phonological awareness and reading acquisition, a contingency analysis of the data revealed that phonemic segmentation ability is a necessary, but not sufficient, condition for learning to read. The data were also subjected to a path analysis, which indicated that phonological awareness affects reading comprehension indirectly through phonological recoding and that the development of phonological awareness is not greatly affected by method of instruction. Implications of these findings for educational practice are briefly indicated. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual perception and aging.

Reviews a series of studies on aging and its effect on perceptual processing and working memory capacity for visual stimuli. Specifically, studies on luminance, color, motion, texture, and symmetry processing are reported. Furthermore, experiments on the capacity to retain size and spatial frequency information are also discussed. The general conclusion is that there are a number of perceptual abilities that diminish with age. However, the extent of these deficits will depend on the complexity of the neural circuitry involved for processing a given task. This is also true for visual working memory where no evidence of loss due to aging is demonstrated for processing low-level visual information, when individual differences in sensory input are compensated for. It is concluded that perceptual processing deficits due to aging (like working memory) will become evident when the computational load reaches a certain level of complexity (larger or more complex network) even if the tasks remain cognitively simple. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal predictors of word reading development.

The authors review the scientific evidence regarding the prediction of reading development from six cognitive constructs: phonological awareness, phonological decoding, naming speed, orthographic processing, morphological awareness, and vocabulary. The authors describe the theoretical connexions amongst these indicators and word reading. The authors conclude that there is substantial evidence of each contributing to reading, and in most cases, this contribution is above and beyond that of the other predictor constructs. These findings have implications for early and regular cognitive assessment, and for curriculum development and teacher education. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Sources of information in word perception.

Disyllabic words were presented tachistoscopically to a total of 16 undergraduates in 2 experiments, and report of the words was required. In Exp I, word frequency was varied but the frequencies of the constituent syllables were held constant. In Exp II, syllable frequency varied while word frequency remained constant. The prime determinant of perceptual accuracy was word frequency, but an analysis of partial errors showed that some discriminability effects at both the word and the syllable level were present. There was a slight advantage for the 1st syllable over the 2nd within a word. There was no overall improvement with practice, but errors on high frequency words became fewer and on low frequency words correspondingly more frequent. Results suggest that word perception involves extraction and resynthesis of information about components of several different sizes within a word. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Event perception and the word repetition effect.

Five experiments examined repetition effects on tachistoscopic word identification with masked and unmasked primes varying in lag (to the targets) and word frequency. Qualitative differences in lag effects were found between masked and unmasked primes, with only unmasked primes producing long-lasting repetition effects. Masked primes facilitated performance under conditions in which subjects did not discriminate the presence of prime letter strings; unmasked primes only facilitated target identification when there were visual cues segmenting primes from targets. These qualitative differences between masked and unmasked primes were attributed to effects occurring within a perceptual event (with masked primes) relative to those occurring across events (with unmasked primes). The relevance of the data for understanding both the word repetition effect and event perception in reading is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contextual effects of bilingual programs on beginning reading.

This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or Spanish maintenance bilingual programs. Detailed observations of teachers' instructional language were made, sampled within the year. The analyses allowed classroom-level differences to be separated from student-level differences, and for Spanish and English passage comprehension to be considered simultaneously. While mean differences between programs were reduced for English passage comprehension, maintenance programs still outperformed immersion programs in Spanish. Results also indicated large program and locale covariance differences at the classroom level, implying important differences in how these programs operate in these locales. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Context-dependent migrations in visual word perception.

In the present study we investigate the effect of context—that is, a prime—on migration errors. Migration errors, or migrations, are caused by perceptual interactions between two words in a visual display, such as line–lace. After postcuing, subjects sometimes report lane or lice, instead of the requested word line. This phenomenon has been demonstrated by previous studies. In the experiments reported here, we replicate this phenomenon. We also find that more migrations of the lane type occur (compared with lice type), when the display line–lace is preceded by a prime related to lane (but not to lice). This shows that higher order word knowledge, in the form of semantic relations between words, influences the migration phenomenon. Further, we show that the number of migration errors are not a result of only a summation of activation from the letters in the display. The method we developed to isolate context-dependent migrations also gives valuable information about the effect of contextual information on word perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eye movements and word skipping during reading: Effects of word length and predictability.

Eye movements were monitored as subjects read sentences containing high- or low-predictable target words. The extent to which target words were predictable from prior context was varied: Half of the target words were predictable, and the other half were unpredictable. In addition, the length of the target word varied: The target words were short (4–6 letters), medium (7–9 letters), or long (10–12 letters). Length and predictability both yielded strong effects on the probability of skipping the target words and on the amount of time readers fixated the target words (when they were not skipped). However, there was no interaction in any of the measures examined for either skipping or fixation time. The results demonstrate that word predictability (due to contextual constraint) and word length have strong and independent influences on word skipping and fixation durations. Furthermore, because the long words extended beyond the word identification span, the data indicate that skipping can occur on the basis of partial information in relation to word identity. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Spoken word recognition in reading disabled children.

This study compared spoken word recognition in 39 reading disabled and 61 normally achieving children on a speech gating task and examined the relationships among speech recognition, phonemic awareness, and reading. Children listened to increasingly longer segments of the speech input from word onset and guessed the identity of the target word. Words were either high or low frequency arid had few or many similarly sounding word neighbors in the listener's lexicon. Reading disabled children needed more of the speech input than normally achieving peers to identify target words with few similarly sounding neighbors. The amount of speech input for recognition predicted the youngest children's reading performance, after variance due to measures of phonemic awareness and receptive vocabulary were accounted for. The argument is developed that spoken word recognition may be developmentally delayed in those with reading disabilities and may play a causal role in these children's failure to acquire adequate alphabetic knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuroimaging studies of word reading

Induction of the prodynorphin gene occurs in a tissue-specific manner following different physiological stimuli. Using electrophoretic mobility shift assays, we studied the relative activity of the five major regulatory sites in the rat prodynorphin promoter. Prodynorphin cyclic AMP-responsive element 2 (DynCRE2), DynCRE3, and the noncanonical prodynorphin AP-1 (ncDynAP-1) regulatory sites control, in a coordinated manner, prodynorphin induction in the spinal cord after noxious stimulation, whereas prodynorphin up-regulation in supraoptic neurons is regulated predominantly by the ncDynAP-1. Conversely, prodynorphin transactivation in the ovaries upon gonadotropin stimulation is controlled by DynCRE1 and DynCRE3. Our results support the idea that stimulus-specific changes in nuclear proteins establish a functional hierarchy among regulatory sites in the prodynorphin promoter and provide further insight in the molecular mechanisms that govern prodynorphin gene regulation.     

Interaction between affect and cognition in word perception.

Investigated the hypothesis that the accuracy with which a briefly shown word is perceived depends on both the affective tone of the word and the activation of the corresponding memory code. To increase activation, expectation and word frequency were manipulated. Ss were exposed to a 25-ms flash of a target word. They then chose, from a word pair, the target word. In half the trials, this word pair was given before the flash to create an expectation. Consistent with the hypothesis, when the words were infrequent, accuracy in perception was lower for affective than for neutral words regardless of expectation. When the words were frequent, there was no effect of affective tone in the absence of expectation; in the presence of expectation, accuracy was higher for affective than for neutral words. The valence of the affective words had no effect. Results are interpreted in terms of attentional mechanisms implicated in conscious perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The recognition potential, word difficulty, and individual reading ability: On using event-related potentials to study perception.

Ten observers detected words in a stream of random letters. The latency of the recognition potential (RP) was less for easier words. This implicated short latency processes in word detection. Reaction time (RT) and P3 latency decreases with training were attributed to improved motor preparation. The RT decrease with training was correlated with P3 (r?=?.67), but not RP (r?=?.04), latency reduction. P3 latency did not predict individual RT (r?=?.20), but RP latency did (r?=?.66). Twenty other subjects took the Verbal portion of a Graduate Record Examination to test whether the RP might be a better predictor of individual differences than P3. RP latency predicted a person's reading score (r?=?–.74), but P3 latency did not (r?=?.08). The word-difficulty effect and the shorter RP latency observed for superior readers supported the idea that the RP reflects perception that is based on language skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between single word decoding and reading comprehension skill.

Conducted a study with 64 3rd and 5th graders from a predominantly White, working-class neighborhood. Ss classified as skilled and less skilled in reading comprehension, on the basis of their scores on the Reading Subtest of the Metropolitan Achievement Test, differed in vocalization latencies to single printed words. Overall, vocalization latencies were shorter for the skilled group than the less skilled group, and there was an interaction between word type and comprehension skill. Comprehension groups showed large vocalization latency differences for pseudowords and for low frequency English words but smaller differences for high frequency English words. Knowledge of word meanings may be a less significant factor in vocalization latency for the skilled group than for the unskilled group. It is suggested that at least some unskilled comprehenders may have failed to develop automatic decoding skills and that this failure may lead to diminished comprehension skills sharing a common processing capacity with nonautomatic decoding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The word grouping hypothesis and eye movements during reading.

The distribution of landing positions and durations of first fixations in a region containing a noun preceded by either an article (e.g., the soldiers) or a high-frequency 3-letter word (e.g., all soldiers) were compared. Although there were fewer first fixations on the blank space between the high-frequency 3-letter word and the noun than on the surrounding letters (and the fixations on the blank space were shorter), this pattern did not occur when the noun was preceded by an article. R. Radach (1996) inferred from a similar experiment that did not manipulate the type of short word that 2 words could be processed as a perceptual unit during reading when the first word is a short word. As this different pattern of fixations is restricted to article-noun pairs, it indicates that word grouping does not occur purely on the basis of word length during reading; moreover, as the authors demonstrate, one can explain the observed patterns in both conditions more parsimoniously without adopting a word-grouping mechanism in eye movement control during reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual and semantic processing in reading Kanji.

A. Nakagawa (see record 1992-15549-001) showed hemispheric asymmetries during semantic processing of single English words. The right hemisphere passively maintained both strong and weak associations, whereas the left hemisphere maintained only strong associations when Ss were left free to attend. The present study extends the methodology to the study of Kanji characters. Contrary to the study of English characters, there was a general right-hemisphere advantage in single-character Kanji words. A study using a visual cue to direct attention suggested that the right-hemisphere advantage of Kanji was due to better representation of visual features by the posterior right hemisphere. However, the pattern of semantic priming found in English was replicated. Semantic analysis, mediated by more anterior systems, appears similar in the 2 languages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual perception. Knowing is seeing

New visual illusions provide further evidence for the influence of higher-order analyses of the visual scene on the perceived brightnesses of surfaces within that scene.     

Visual perception of numerosity in infancy.

Numerosity was defined as an invariant property of a collection of objects specifying its numerical size. Infants looked at displays of small numerosities that changed optic structure such that size was not tied to certain static or dynamic configurational properties of the display but remained constant across patterns of optic motion. The displayed figures moved continuously and at a constant speed. The trajectories were irregular and could produce occlusion of objects. The task used involved infant-controlled habituation of visual looking time. At ages 5 mo, 8 mo, and 13 mo, 44 infants were tested for the numerosities 2, 3, and 4 in 3 randomly ordered sessions. The results demonstrated that infants from the age of at least 5 mo perceive small numerosities. It appears that discrimination of units, rather than discrimination of characteristic patterns, underlies numerosity perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of word identification speed in skilled and less skilled beginning readers.

Three phases comprise the development of word reading skill: accuracy, automaticity, and speed. The 3rd phase is reached when components of the identification process (i.e., graphic, phonological, semantic) are unitized in memory for particular words. Attainment of this final phase was explored with 2 experiments. In Exp I with Ss from 1st-, 2nd-, and 4th-grade classes, skilled and less skilled readers identified familiar printed words, CVC nonwords, digits, and pictures. Attainment of unitized speeds to printed words was inferred if Ss identified words as rapidly as digits. This level was exhibited by skilled readers in all grades but by less skilled readers only in 4th grade. Unitized speed with CVCs was evident among 2nd- and 4th-grade skilled readers, but not among less skilled readers at any grade. In Exp II, 18 1st-grade and 19 2nd-grade poor readers practiced reading familiar words and CVCs. Practice boosted RTs to CVCs but not to words read accurately before training, and RTs to both remained slower than digit RTs, indicating that practice promotes the development of unitized speeds very slowly in less skilled readers. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers.

The relation of print exposure, measured by a revised version of A. E. Cunningham and K. E. Stanovich's (1990) Title Recognition Test (TRT), to word reading and reading comprehension was examined in disabled and nondisabled readers, Grades 5–9. In disabled readers, the TRT was a significant predictor of word reading when phonological skill was accounted for but not when orthographic ability was added to the regression equation, suggesting that the TRT overlaps considerably with orthographic skill. The TRT significantly predicted nondisabled readers' word reading after both phonological and orthographic skills were accounted for. The TRT contributed significantly to reading comprehension once variance was partialed from higher order reading processes for disabled readers only. The TRT's power to predict comprehension may be ascribed to the effects of print exposure on automaticity of word recognition, knowledge, or familiarization with text structure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)