1,721,319 research outputs found
Spelling processing during handwriting and typing and the role of reading and visual-motor skills when typing is less practiced than handwriting
Full text linkThe automatization of handwriting and typing is sustained by both sensorimotor and linguistic abilities that support the integration of central-linguistic processes with modality-specific peripheral-motor programs. How this integration evolves when handwriting and, especially, typing is not fully automatized has not been well-understood yet. In the present work, we had two main aims: (1) to understand how spelling processing affects handwriting and typing word production in a sample of 9th-grade Italian students who have extensive handwriting practice but less experience with typing, and (2) to unveil if reading and visual-motor integration skills of the writer/typists have a role in integrating spelling processing and motor execution. Thirty-six 9th-grade participants handwrote and typed to dictation words and pseudowords of different lengths and orthographic complexity. To test spelling processing during handwriting and typing, we collected measures of latency (RTs)—i.e. the interval between spoken stimulus availability and starting to write—, of interletter interval mean—i.e., the mean of the intervals between consecutive letters—, and whole response duration—i.e. the execution time of the entire stimulus. We further assessed participants’ reading and visual-motor integration skills to analyze their impact on the chronometric measures as a function of the linguistic proprieties of the stimuli. Our findings show a different pattern of processing for handwriting, the automatized process for our participants, and for typing, for which stronger lexical and sublexical effects emerged. Furthermore, reading and visual-motor skills interacted differently with the two transcription modalities unveiling a modality-specific role of individual skills according to the automatization of handwriting and typing
The oyster with four legs: a neuropsychological study on the interaction of visual and semantic information
No full textEffetto del grado di appartenenza categoriale nel compito di interferenza figura-parola.
No full textEsperimento con parole ‘straniere’: effetto di regolarità ed effetto di posizione dell’irregolarità.
No full textAn experiment aimed at testing the hypothesis that position of irregularity within a word affects reading time was performed in Italian, a language with a regular mapping from orthography to phonology. Using low-frequency loan words as an equivalent of irregular words in other languages we found a strong effect of regularity. The increase of latencies in reading aloud was restricted to those loan words violating Italian grapheme-phoneme mappings (namely, exception loan words). Regular loan words and native words showed similar latencies. To test the effect of position, the exception loan words were categorized into 5 conditions on the basis of the position (1st through 5th) of their irregular grapheme to phoneme correspondence. Results showed that the cost of irregularity decreased over the 5 positions of irregularity. This data will be discussed in the framework of dual route theory
Reading aloud: Dissociating the semantic pathway from the non-semantic pathway of the lexical route
No full textAccording to dual-route models of reading,consistency effects in pseudoword reading areevidence for the activation of lexicalinformation. We investigated whether thislexical interference has a semantic or anon-semantic origin. In Experiment 1,participants named aloud a set of words andpseudowords. The consistency effect in readingpseudowords co-occurred with associativepriming effects in reading words but not withsemantic priming effects. In Experiment 2, onlywords were presented. Comparable effects ofboth associative priming and semantic primingin naming words were found. This patternprovides evidence for the existence of alexical non-semantic pathway in reading aloud.It also shows that this pathway is sensitive toassociative relations among words. Finally, itcalls into question the likelihood of afeedback mechanism from the semantic system tothe orthographic input lexicon
Lack of word superiority effect in processing letter features
Full text linkLetter recognition is typically faster in words than ih nonwords. In this study, we tested the word-superiority effect obtained when either subletter features or misalignment of letters had to be detected. Subjects were presented with both high- and low-frequency words and with legal and illegal nonwords. Space among the letters varied. In the regular space condition, letters within a string were separated by normal spaces; in the irregular space condition, letters were separated by normal spaces, small spaces, or large spaces. In Experiment 1, subjects were required to detect the presence of a bold segment contained in one of the letters of the string. No word-superiority effect was obtained. Furthermore, spacing affected neither latencies nor response accuracy. In Experiment 2, subjects were required to detect the presence of a letter misaligned with respect to the others. Again, no word-superiority effect was obtained. However, spacing affected this task, irregularly spaced strings being responded to more slowly and less accurately than regularly spaced strings. The results indicate that at the first stages of analysis, words and non-words are similarly coded. The pattern obtained is consistent with a multistage model of word recognition in which parallel feature extraction processes are followed by a level at which spatial relationships are computed and by a third level at which abstract grapheme identity is recovered from letter shapes
Cognitive-educational constraints for socially-relevant MALL technologies
No full textMobile technologies may play a pivotal role in language learning in situations where multilingualism may be a key factor in personal and societal development. We review some Mobile Assisted Language Learning (MALL) studies and show that when such technologies take into account cognitive constraints and rely on a coherent pedagogy model they foster the learning process and allow to frame it in the socio-cultural environment of the learner. © 2012 IEEE
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