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Türk S, Domahs U. Orthographic influences on spoken word recognition in bilinguals are dependent on the orthographic depth of the target language not the native language. BRAIN AND LANGUAGE 2022; 235:105186. [PMID: 36240536 DOI: 10.1016/j.bandl.2022.105186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 09/19/2022] [Accepted: 09/21/2022] [Indexed: 06/16/2023]
Abstract
Reading acquisition leads to the restructuring of representational units in the brain, which influences spoken word processing. This makes spoken word recognition a bimodal process. However, the organization of phonological and orthographic units is dependent on the orthographic depth of the writing system and might play a role in the bimodal processing of spoken words. We investigated this question across two EEG experiments with German native speakers using an auditory priming paradigm and manipulating phonological (e.g., Reh - Tee) and orthographic (e.g., See - Tee) overlap between prime and target. Experiment 1 was conducted in German and revealed inhibitory effects for orthographic overlap, but facilitating effects for phonological overlap. Experiment 2 was conducted in English and revealed facilitating effects for orthographic and phonological overlap. We conclude that orthography influences spoken word processing in both languages, but the nature of the influence is dependent on the orthographic depth of the target language.
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Affiliation(s)
- Stefanie Türk
- University of Marburg, Institute of German Linguistics, Neurolinguistics Group, Pilgrimstein 16, 35032 Marburg, Germany; Center for Mind, Brain and Behavior, University of Marburg, Hans-Meerwein-Straße 6, 35032 Marburg, Germany.
| | - Ulrike Domahs
- University of Marburg, Institute of German Linguistics, Neurolinguistics Group, Pilgrimstein 16, 35032 Marburg, Germany; Center for Mind, Brain and Behavior, University of Marburg, Hans-Meerwein-Straße 6, 35032 Marburg, Germany
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2
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Siegelman N, Schroeder S, Acartürk C, Ahn HD, Alexeeva S, Amenta S, Bertram R, Bonandrini R, Brysbaert M, Chernova D, Da Fonseca SM, Dirix N, Duyck W, Fella A, Frost R, Gattei CA, Kalaitzi A, Kwon N, Lõo K, Marelli M, Papadopoulos TC, Protopapas A, Savo S, Shalom DE, Slioussar N, Stein R, Sui L, Taboh A, Tønnesen V, Usal KA, Kuperman V. Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO). Behav Res Methods 2022; 54:2843-2863. [PMID: 35112286 PMCID: PMC8809631 DOI: 10.3758/s13428-021-01772-6] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/14/2021] [Indexed: 12/16/2022]
Abstract
Scientific studies of language behavior need to grapple with a large diversity of languages in the world and, for reading, a further variability in writing systems. Yet, the ability to form meaningful theories of reading is contingent on the availability of cross-linguistic behavioral data. This paper offers new insights into aspects of reading behavior that are shared and those that vary systematically across languages through an investigation of eye-tracking data from 13 languages recorded during text reading. We begin with reporting a bibliometric analysis of eye-tracking studies showing that the current empirical base is insufficient for cross-linguistic comparisons. We respond to this empirical lacuna by presenting the Multilingual Eye-Movement Corpus (MECO), the product of an international multi-lab collaboration. We examine which behavioral indices differentiate between reading in written languages, and which measures are stable across languages. One of the findings is that readers of different languages vary considerably in their skipping rate (i.e., the likelihood of not fixating on a word even once) and that this variability is explained by cross-linguistic differences in word length distributions. In contrast, if readers do not skip a word, they tend to spend a similar average time viewing it. We outline the implications of these findings for theories of reading. We also describe prospective uses of the publicly available MECO data, and its further development plans.
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Affiliation(s)
- Noam Siegelman
- Haskins Laboratories, 300 George Street, Suite #900, New Haven, CT, 06511, USA.
| | | | - Cengiz Acartürk
- Middle East Technical University, Ankara, Turkey
- Jagiellonian University, Krakow, Poland
| | | | | | | | | | | | | | - Daria Chernova
- Saint Petersburg State University, St Petersburg, Russia
| | | | | | | | | | - Ram Frost
- The Hebrew University, Jerusalem, Israel
| | - Carolina A Gattei
- Universidad de Buenos Aires, Buenos Aires, Argentina
- Universidad Torcuato di Tella, Buenos Aires, Argentina
- Pontificia Universidad Católica Argentina, Buenos Aires, Argentina
| | | | | | | | | | | | | | | | - Diego E Shalom
- Universidad de Buenos Aires, Buenos Aires, Argentina
- Universidad Torcuato di Tella, Buenos Aires, Argentina
| | - Natalia Slioussar
- Saint Petersburg State University, St Petersburg, Russia
- Higher School of Economics (HSE) Moscow, Moscow, Russia
| | - Roni Stein
- The Hebrew University, Jerusalem, Israel
| | | | - Analí Taboh
- Universidad de Buenos Aires, Buenos Aires, Argentina
- Universidad Torcuato di Tella, Buenos Aires, Argentina
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3
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Verhoeven L, Voeten M, Keuning J. Modeling developmental changes in print tuning in a transparent alphabetic orthography. Front Neurosci 2022; 16:934590. [PMID: 36161149 PMCID: PMC9495936 DOI: 10.3389/fnins.2022.934590] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 08/22/2022] [Indexed: 11/22/2022] Open
Abstract
The development of print tuning involves the increased specificity and redundancy for orthographic representations. However, it is by no means clear how decoding accuracy and efficiency are related over the years and how it affects reading disability. In the present study, we monitored the development of accuracy and efficiency of decoding in Dutch as a relatively transparent orthography as a function of orthographic complexity and lexical status throughout the primary grades. There was clear evidence that development of decoding accuracy preceded development of decoding efficiency and that a certain threshold of accuracy is needed for decoding efficiency to evolve. Furthermore, it was shown that pseudoword decoding efficiency predicted growth in word decoding efficiency, especially for the higher levels of orthographic complexity. There was also evidence that accuracy precedes efficiency across different profiles of readers and that decoding strength can be defined as a function of orthographic complexity and lexicality.
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Affiliation(s)
- Ludo Verhoeven
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
- Faculty of Arts, University of Curaçao Moises Da Costa Gomez, Willemstad, Curaçao
- *Correspondence: Ludo Verhoeven,
| | - Marinus Voeten
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
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4
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Li XW, Li S, Gao L, Niu ZB, Wang DH, Zeng M, Li TZ, Bai XJ, Gao XL. Eye Movement Control in Tibetan Reading: The Roles of Word Length and Frequency. Brain Sci 2022; 12:brainsci12091205. [PMID: 36138941 PMCID: PMC9496845 DOI: 10.3390/brainsci12091205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 08/24/2022] [Accepted: 09/05/2022] [Indexed: 11/16/2022] Open
Abstract
We investigated the effects of word length and frequency on eye movement control during Tibetan reading through two experiments. A preliminary experiment examined the predictive effect of word length and frequency on fixation duration and landing position using multiple linear regression analysis. In the formal experiment, we manipulated the length and frequency of target words simultaneously to investigate the effects of word length and frequency on fixation duration and landing position in Tibetan reading. In this study, we found that: (1) there were significant word-length and word-frequency effects affecting all lexical processing in Tibetan reading; (2) there are preferred viewing locations in Tibetan reading; specifically, for short words, it is the end, whereas for long words, it spans from the center to the beginning of the word; (3) word frequency does not affect preferred viewing location in Tibetan reading; (4) the preferred viewing position and the interaction of word length and viewing position found in this study supported the “strategy-tactics” approach.
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Affiliation(s)
- Xiao-Wei Li
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
- Education Department, Lhasa Normal College, Lhasa 850007, China
| | - Shan Li
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Lei Gao
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Zi-Bei Niu
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Dan-Hui Wang
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Man Zeng
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Tian-Zhi Li
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Xue-Jun Bai
- Key Research Base of Humanities and Social Sciences, Institute of Psychology and Behavior, Tianjin Normal University, Tianjin 300000, China
| | - Xiao-Lei Gao
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
- Correspondence:
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5
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Ju Y, Sambai A, Uno A. The Influence of Orthographic Units Across Korean Children of Different Ages in Hangul Reading. Front Psychol 2022; 13:797874. [PMID: 35432141 PMCID: PMC9010524 DOI: 10.3389/fpsyg.2022.797874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 02/16/2022] [Indexed: 11/30/2022] Open
Abstract
Using the dual-route reading model as a framework, this study investigated the following research questions on Hangul reading: Which orthographic units (e.g., letters, syllable blocks, and words) influence the reading performance of Korean-speaking children? In addition, do the influential units change as the children grow up? To answer these questions, we tested the effects of age, frequency, lexicality, and two types of length—the numbers of letters (letter length) and syllable blocks (syllable block length)—and the interactions of these factors in the reading performance of Korean-speaking preschool and primary school children from first to third grade. Regarding reading latencies, there was a significant three-way interaction of age × lexicality × length regardless of the type of length. This interaction indicated that, for words only, the interaction between age and length was significant. Accordingly, the length effect decreased as children’s age increased. When reading latencies for words were analyzed with a mixed-effect model consisting of three factors—age, frequency, and length—neither a main effect of syllable block length nor an interaction of syllable block length with age was significant. In contrast, the interaction of age × letter length in word reading latencies remained significant. The length effect was smaller as children’s age increased. In addition, the frequency effect was significant and interacted significantly with age. The frequency effect increased as children’s age increased. In conclusion, significant frequency effects indicate that Korean-speaking children use the lexical process in addition to the non-lexical process when reading Hangul words. Importantly, as children grow up, a larger orthographic unit, that is, words, is more strongly related to reading performance, whereas the influence of the smaller orthographic unit, that is, letters, decreases.
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Affiliation(s)
- Yeongsil Ju
- Department of Speech, Language, and Hearing Therapy, Faculty of Health Sciences, Mejiro University, Saitama, Japan
- LD/Dyslexia Centre, Chiba, Japan
| | - Ami Sambai
- LD/Dyslexia Centre, Chiba, Japan
- Faculty of Human Sciences, University of Tsukuba, Tsukuba, Japan
- *Correspondence: Ami Sambai,
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6
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Probabilistic modeling of orthographic learning based on visuo-attentional dynamics. Psychon Bull Rev 2022; 29:1649-1672. [PMID: 35318586 DOI: 10.3758/s13423-021-02042-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/09/2021] [Indexed: 11/08/2022]
Abstract
How is orthographic knowledge acquired? In line with the self-teaching hypothesis, most computational models assume that phonological recoding has a pivotal role in orthographic learning. However, these models make simplifying assumptions on the mechanisms involved in visuo-orthographic processing. Against evidence from eye movement data during orthographic learning, they assume that orthographic information on novel words is immediately available and accurately encoded after a single exposure. In this paper, we describe BRAID-Learn, a new computational model of orthographic learning. BRAID-Learn is a probabilistic and hierarchical model that incorporates the mechanisms of visual acuity, lateral interference, and visual attention involved in word recognition. Orthographic learning in the model rests on three main mechanisms: first, visual attention moves over the input string to optimize the gain of information on letter identity at each fixation; second, top-down lexical influence is modulated as a function of stimulus familiarity; third, after exploration, perceived information is used to create a new orthographic representation or stabilize a better-specified representation of the input word. BRAID-Learn was challenged on its capacity to simulate the eye movement patterns reported in humans during incidental orthographic learning. In line with the behavioral data, the model predicts a larger decline with exposures in number of fixations and processing time for novel words than for known words. For novel words, most changes occur between the first and second exposure, that is to say, after creation in memory of a new orthographic representation. Beyond phonological recoding, our results suggest that visuo-attentional exploration is an intrinsic portion of orthographic learning seldom taken into consideration by models or theoretical accounts.
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7
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Whitford V, Joanisse MF. Eye Movement Measures of Within-Language and Cross-Language Activation During Reading in Monolingual and Bilingual Children and Adults: A Focus on Neighborhood Density Effects. Front Psychol 2021; 12:674007. [PMID: 34777083 PMCID: PMC8578698 DOI: 10.3389/fpsyg.2021.674007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Accepted: 09/27/2021] [Indexed: 11/13/2022] Open
Abstract
We used eye movement measures of first-language (L1) and second-language (L2) paragraph reading to investigate how the activation of multiple lexical candidates, both within and across languages, influences visual word recognition in four different age and language groups: (1) monolingual children; (2) monolingual young adults; (3) bilingual children; and (4) bilingual young adults. More specifically, we focused on within-language and cross-language orthographic neighborhood density effects, while controlling for the potentially confounding effects of orthographic neighborhood frequency. We found facilitatory within-language orthographic neighborhood density effects (i.e., words were easier to process when they had many vs. few orthographic neighbors, evidenced by shorter fixation durations) across the L1 and L2, with larger effects in children vs. adults (especially the bilingual ones) during L1 reading. Similarly, we found facilitatory cross-language neighborhood density effects across the L1 and L2, with no modulatory influence of age or language group. Taken together, our findings suggest that word recognition benefits from the simultaneous activation of visually similar word forms during naturalistic reading, with some evidence of larger effects in children and particularly those whose words may have differentially lower baseline activation levels and/or weaker links between word-related information due to divided language exposure: bilinguals.
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Affiliation(s)
- Veronica Whitford
- Department of Psychology, University of New Brunswick, Fredericton, NB, Canada
| | - Marc F. Joanisse
- Department of Psychology, Brain and Mind Institute, Western University, London, ON, Canada
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8
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van Viersen S, Protopapas A, Georgiou GK, Parrila R, Ziaka L, de Jong PF. Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. Q J Exp Psychol (Hove) 2021; 75:1135-1154. [PMID: 34491141 PMCID: PMC9016678 DOI: 10.1177/17470218211047420] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Orthographic learning is the topic of many recent studies about reading, but much
is still unknown about conditions that affect orthographic learning and their
influence on reading fluency development over time. This study investigated
lexicality effects on orthographic learning in beginning and relatively advanced
readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored
during an orthographic learning task. Children read sentences containing
pseudowords or low-frequency real words that varied in number of exposures. We
examined both offline learning outcomes (i.e., orthographic choice and spelling
dictation) of target items and online gaze durations on target words. The
results showed general effects of exposure, lexicality, and reading-skill level.
Also, a two-way interaction was found between the number of exposures and
lexicality when detailed orthographic representations were required, consistent
with a larger overall effect of exposure on learning the spellings of
pseudowords. Moreover, lexicality and reading-skill level were found to affect
the learning rate across exposures based on a decrease in gaze durations,
indicating a larger learning effect for pseudowords in Grade 5 children. Yet,
further interactions between exposure and reading-skill level were not present,
indicating largely similar learning curves for beginning and advanced readers.
We concluded that the reading system of more advanced readers may cope somewhat
better with words varying in lexicality, but is not more efficient than that of
beginning readers in building up orthographic knowledge of specific words across
repeated exposures.
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Affiliation(s)
- Sietske van Viersen
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | | | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
| | - Rauno Parrila
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada.,Department of Educational Studies, Macquarie University, Sydney, NSW, Australia
| | - Laoura Ziaka
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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9
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Does English orthography influence bilingual Spanish readers? The effect of grapheme crosslinguistic congruency and complexity on letter detection. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101074] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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10
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Ginestet E, Valdois S, Diard J, Bosse ML. Orthographic learning of novel words in adults: effects of exposure and visual attention on eye movements. JOURNAL OF COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1080/20445911.2020.1823987] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | | | - Julien Diard
- Université Grenoble Alpes, CNRS, LPNC, Grenoble, France
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11
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Stock L, Krüger-Zechlin C, Deeb Z, Timmermann L, Waldthaler J. Natural Reading in Parkinson's Disease With and Without Mild Cognitive Impairment. Front Aging Neurosci 2020; 12:120. [PMID: 32528271 PMCID: PMC7258085 DOI: 10.3389/fnagi.2020.00120] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Accepted: 04/08/2020] [Indexed: 11/21/2022] Open
Abstract
Background: Patients with Parkinson’s disease (PD) show eye movement abnormalities and frequently complain about difficulties in reading. So far, it is unclear whether basal ganglia dysfunction or cognitive impairment has a greater impact on eye movements during reading. Objective: To analyze eye movement behavior during a natural reading task with respect to cognitive state and dopaminergic therapy in PD and healthy controls. Methods: Eye movements of 59 PD patients and 29 age- and education-matched healthy controls were recorded during mute, self-paced reading of a text. 25 cognitively normal PD patients performed the task additionally in off medication state. Clinical assessment included a comprehensive neuropsychological test battery and the motor section of MDS—Unified Parkinson’s Disease Rating Scale (MDS-UPDRS). Results: PD-mild cognitive impairment (MCI) was diagnosed in 21 patients. Reading speed was significantly reduced in PD-MCI compared to healthy controls and PD patients without MCI due to higher numbers of progressive saccades. Cognitively intact PD patients showed no significant alterations of reading speed or eye movement pattern during reading. The fixation duration tended to be prolonged in PD compared to healthy controls and decreased significantly after levodopa intake. Scores for executive functions, attention, and language correlated with reading speed in the PD group. Conclusion: The present study is the first to reveal (1) reduced reading speed with altered reading pattern in PD with MCI and (2) a relevant impact of levodopa on fixation duration during reading in PD. Further research is needed to determine whether therapeutic interventions, e.g., levodopa or neuropsychological training, improve the subjective reading experience for patients with PD.
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Affiliation(s)
- Lena Stock
- Department of Neurology, University Hospital Marburg, Marburg, Germany
| | | | - Zain Deeb
- Department of Neurology, University Hospital Marburg, Marburg, Germany
| | - Lars Timmermann
- Department of Neurology, University Hospital Marburg, Marburg, Germany.,Center for Mind, Brain and Behavior - CMBB, Universities Marburg and Gießen, Marburg, Germany
| | - Josefine Waldthaler
- Department of Neurology, University Hospital Marburg, Marburg, Germany.,Center for Mind, Brain and Behavior - CMBB, Universities Marburg and Gießen, Marburg, Germany
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12
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Leung CY, Mikami H, Yoshikawa L. Positive Psychology Broadens Readers' Attentional Scope During L2 Reading: Evidence From Eye Movements. Front Psychol 2019; 10:2245. [PMID: 31636588 PMCID: PMC6788394 DOI: 10.3389/fpsyg.2019.02245] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Accepted: 09/19/2019] [Indexed: 11/13/2022] Open
Abstract
While positive psychology has drawn increasing interests among researchers in the second language (L2) acquisition literature recently, little is known with respect to the relationship between positive psychology and mental processes during L2 reading. To bridge the gap, the present study investigated whether and how positive psychology (self-efficacy) influences word reading strategies during L2 sentence reading. Based on previous studies, eye-movement patterns with first-fixation locations closer to the beginning of a word can be characterized as an attempt to process the word with a local strategy, whereas first-fixation locations farther away from the beginning and closer to the center of a word can be considered as an attempt to use a global strategy. Eye movements of a group of Japanese learners of English (N = 59) were monitored, and L2 reading self-efficacy was used to assess the participants' positive belief toward their L2 reading skills. Based on Fredrickson's (1998) broaden-and-build theory, we predicted an effect of L2 reading self-efficacy on participants' first-fixation locations. Results from mixed-effects regression showed that while reading strategies depended in part on other factors such as L2 reading proficiency and word properties, L2 self-efficacy influenced reading strategy. The present data suggest that while more self-efficacious L2 readers prefer a more efficient global strategy, attempting to read the word as a whole word, less self-efficacious L2 readers tend to employ a local strategy, focusing more on sublexical information. These findings lend support to the broaden-and-build theory in the context of L2 processing. The present study has implications for how positive psychology works along with L2 proficiency in the development of strategic selection during reading.
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Affiliation(s)
- Chi Yui Leung
- Department of Economics, Nagoya Gakuin University, Nagoya, Japan
| | - Hitoshi Mikami
- Department of English Language and Culture, Chubu University, Kasugai, Japan
| | - Lisa Yoshikawa
- Institute of Liberal Arts and Sciences, Toyohashi University of Technology, Toyohashi, Japan
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13
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Lüdtke J, Froehlich E, Jacobs AM, Hutzler F. The SLS-Berlin: Validation of a German Computer-Based Screening Test to Measure Reading Proficiency in Early and Late Adulthood. Front Psychol 2019; 10:1682. [PMID: 31474896 PMCID: PMC6702301 DOI: 10.3389/fpsyg.2019.01682] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2019] [Accepted: 07/03/2019] [Indexed: 12/02/2022] Open
Abstract
Reading proficiency, i.e., successfully integrating early word-based information and utilizing this information in later processes of sentence and text comprehension, and its assessment is subject to extensive research. However, screening tests for German adults across the life span are basically non-existent. Therefore, the present article introduces a standardized computerized sentence-based screening measure for German adult readers to assess reading proficiency including norm data from 2,148 participants covering an age range from 16 to 88 years. The test was developed in accordance with the children's version of the Salzburger LeseScreening (SLS, Wimmer and Mayringer, 2014). The SLS-Berlin has a high reliability and can easily be implemented in any research setting using German language. We present a detailed description of the test and report the distribution of SLS-Berlin scores for the norm sample as well as for two subsamples of younger (below 60 years) and older adults (60 and older). For all three samples, we conducted regression analyses to investigate the relationship between sentence characteristics and SLS-Berlin scores. In a second validation study, SLS-Berlin scores were compared with two (pseudo)word reading tests, a test measuring attention and processing speed and eye-movements recorded during expository text reading. Our results confirm the SLS-Berlin's sensitivity to capture early word decoding and later text related comprehension processes. The test distinguished very well between skilled and less skilled readers and also within less skilled readers and is therefore a powerful and efficient screening test for German adults to assess interindividual levels of reading proficiency.
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Affiliation(s)
- Jana Lüdtke
- Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany
| | - Eva Froehlich
- Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany
| | - Arthur M. Jacobs
- Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany
- Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany
| | - Florian Hutzler
- Centre for Cognitive Neuroscience, Department of Psychology, Paris Lodron University of Salzburg, Salzburg, Austria
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14
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Egan C, Oppenheim GM, Saville C, Moll K, Jones MW. Bilinguals apply language-specific grain sizes during sentence reading. Cognition 2019; 193:104018. [PMID: 31336311 DOI: 10.1016/j.cognition.2019.104018] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2018] [Revised: 06/18/2019] [Accepted: 06/23/2019] [Indexed: 11/27/2022]
Abstract
Languages differ in the consistency with which they map orthography to phonology, and a large body of work now shows that orthographic consistency determines the style of word decoding in monolinguals. Here, we characterise word decoding in bilinguals whose two languages differ in orthographic consistency, assessing whether they maintain two distinct reading styles or settle on a single 'compromise' reading style. In Experiment 1, Welsh-English bilinguals read cognates and pseudowords embedded in Welsh and English sentences. Eye-movements revealed that bilinguals dynamically alter their decoding strategy according to the language context, including more fixations during lexical access for cognates in the more consistent orthography (Welsh) than in the less consistent orthography (English), and these effects were specific to word (as opposed to pseudoword) processing. In Experiment 2, we compared the same bilinguals' eye movements in the English sentence reading context to those of monolinguals'. Bilinguals' eye-movement behaviour was very similar to monolinguals' when reading English, suggesting that their knowledge of the more consistent orthography (Welsh) did not alter their decoding style when reading in English. This study presents the first characterisation of bilingual decoding style in sentence reading. We discuss our findings in relation to connectionist reading models and models of bilingual visual word recognition.
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Affiliation(s)
- Ciara Egan
- School of Psychology, Bangor University, UK
| | - Gary M Oppenheim
- School of Psychology, Bangor University, UK; Department of Psychology, Rice University, Houston, TX, USA.
| | | | - Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Ludwig-Maximilian University, Munich, Germany
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15
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Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis. Psychon Bull Rev 2018; 25:386-401. [PMID: 28405906 DOI: 10.3758/s13423-017-1273-0] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Reading acquisition is one of the most complex and demanding learning processes faced by children in their first years of schooling. If reading acquisition is challenging in one language, how is it when reading is acquired simultaneously in two languages? What is the impact of bilingualism on the development of literacy? We review behavioral and neuroimaging evidence from alphabetic writing systems suggesting that early bilingualism modulates reading development. Particularly, we show that cross-linguistic variations and cross-linguistic transfer affect bilingual reading strategies as well as their cognitive underpinnings. We stress the fact that the impact of bilingualism on literacy acquisition depends on the specific combination of languages learned and does not manifest itself similarly across bilingual populations. We argue that these differences can be explained by variations due to orthographic depth in the grain sizes used to perform reading and reading-related tasks. Overall, we propose novel hypotheses to shed light on the behavioral and neural variability observed in reading skills among bilinguals.
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16
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Hebert M, Kearns DM, Hayes JB, Bazis P, Cooper S. Why Children With Dyslexia Struggle With Writing and How to Help Them. Lang Speech Hear Serv Sch 2018; 49:843-863. [PMID: 30458545 DOI: 10.1044/2018_lshss-dyslc-18-0024] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2018] [Accepted: 07/09/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function-all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia. Method For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches. Results Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development. Conclusions Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.
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Affiliation(s)
- Michael Hebert
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln
| | - Devin M Kearns
- Department of Educational Psychology, University of Connecticut, Storrs
| | | | - Pamela Bazis
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln
| | - Samantha Cooper
- Department of Special Education and Communication Disorders, University of Nebraska-Lincoln
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van der Kleij SW, Groen MA, Segers E, Verhoeven L. Enhanced semantic involvement during word recognition in children with dyslexia. J Exp Child Psychol 2018; 178:15-29. [PMID: 30312862 DOI: 10.1016/j.jecp.2018.09.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2018] [Revised: 09/12/2018] [Accepted: 09/13/2018] [Indexed: 10/28/2022]
Abstract
We investigated whether children with dyslexia show enhanced semantic involvement as compensation for deficient phonological processing during reading. Phonological and semantic processing during reading and moderating effects of word frequency and word length in children with and without dyslexia were examined using a picture-word priming paradigm. Participants were 61 children with dyslexia and 50 typical readers in Grade 6 of primary school. Primes were either semantically or phonologically (shared onset and rime) related or unrelated to their target word. Results showed that priming effects were stronger in children with dyslexia than in typical readers in the semantic condition but did not differ between groups in the phonological condition. Overall, word length and word frequency effects were stronger for children with dyslexia than for typical readers, but word length and word frequency did not affect priming effects differently for the two groups. In both groups, only semantic priming effects were stronger for low-frequency longer words. Finally, individual word and pseudoword reading efficiency correlated with priming effects only in the semantic condition and only in children with dyslexia. It can be concluded that children with dyslexia, compared with typical readers, rely more on semantic information in word reading but do not show deficient phonological activation during reading compared with typical readers.
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Affiliation(s)
- Sanne W van der Kleij
- Behavioural Science Institute, Radboud University, 6500 HE Nijmegen, The Netherlands.
| | - Margriet A Groen
- Behavioural Science Institute, Radboud University, 6500 HE Nijmegen, The Netherlands
| | - Eliane Segers
- Behavioural Science Institute, Radboud University, 6500 HE Nijmegen, The Netherlands
| | - Ludo Verhoeven
- Behavioural Science Institute, Radboud University, 6500 HE Nijmegen, The Netherlands
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18
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Schmalz X, Robidoux S, Castles A, Coltheart M, Marinus E. German and English Bodies: No Evidence for Cross-Linguistic Differences in Preferred Orthographic Grain Size. COLLABRA-PSYCHOLOGY 2017. [DOI: 10.1525/collabra.72] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Previous studies have found that words and nonwords with many body neighbours (i.e., words with the same orthographic body, e.g., cat, brat, at) are read faster than items with fewer body neighbours. This body-N effect has been explored in the context of cross-linguistic differences in reading where it has been reported that the size of the effect differs as a function of orthographic depth: readers of English, a deep orthography, show stronger facilitation than readers of German, a shallow orthography. Such findings support the psycholinguistic grain size theory, which proposes that readers of English rely on large orthographic units to reduce ambiguity of print-to-speech correspondences in their orthography. Here we re-examine the evidence for this pattern and find that there is no reliable evidence for such a cross-linguistic difference. Re-analysis of a key study (Ziegler et al., 2001), analysis of data from the English Lexicon Project (Balota et al., 2007), and a large-scale analysis of nine new experiments all support this conclusion. Using Bayesian analysis techniques, we find little evidence of the body-N effect in most tasks and conditions. Where we do find evidence for a body-N effect (lexical decision for nonwords), we find evidence against an interaction with language.
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Affiliation(s)
- Xenia Schmalz
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, IT
| | - Serje Robidoux
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
| | - Anne Castles
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
| | - Max Coltheart
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
| | - Eva Marinus
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
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Krieber M, Bartl-Pokorny KD, Pokorny FB, Zhang D, Landerl K, Körner C, Pernkopf F, Pock T, Einspieler C, Marschik PB. Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills. PLoS One 2017; 12:e0170986. [PMID: 28151950 PMCID: PMC5289712 DOI: 10.1371/journal.pone.0170986] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Accepted: 01/14/2017] [Indexed: 11/24/2022] Open
Abstract
The present study aimed to define differences between silent and oral reading with respect to spatial and temporal eye movement parameters. Eye movements of 22 German-speaking adolescents (14 females; mean age = 13;6 years;months) were recorded while reading an age-appropriate text silently and orally. Preschool cognitive abilities were assessed at the participants’ age of 5;7 (years;months) using the Kaufman Assessment Battery for Children. The participants’ reading speed and reading comprehension at the age of 13;6 (years;months) were determined using a standardized inventory to evaluate silent reading skills in German readers (Lesegeschwindigkeits- und -verständnistest für Klassen 6–12). The results show that (i) reading mode significantly influenced both spatial and temporal characteristics of eye movement patterns; (ii) articulation decreased the consistency of intraindividual reading performances with regard to a significant number of eye movement parameters; (iii) reading skills predicted the majority of eye movement parameters during silent reading, but influenced only a restricted number of eye movement parameters when reading orally; (iv) differences with respect to a subset of eye movement parameters increased with reading skills; (v) an overall preschool cognitive performance score predicted reading skills at the age of 13;6 (years;months), but not eye movement patterns during either silent or oral reading. However, we found a few significant correlations between preschool performances on subscales of sequential and simultaneous processing and eye movement parameters for both reading modes. Overall, the findings suggest that eye movement patterns depend on the reading mode. Preschool cognitive abilities were more closely related to eye movement patterns of oral than silent reading, while reading skills predicted eye movement patterns during silent reading, but less so during oral reading.
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Affiliation(s)
- Magdalena Krieber
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Katrin D. Bartl-Pokorny
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Florian B. Pokorny
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Machine Intelligence & Signal Processing Group, Technische Universität München, Munich, Germany
| | - Dajie Zhang
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Karin Landerl
- Developmental Psychology, Institute of Psychology, University of Graz, Graz, Austria
| | - Christof Körner
- Cognitive Psychology & Neuroscience, Institute of Psychology, University of Graz, Graz, Austria
| | - Franz Pernkopf
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Signal Processing and Speech Communication Laboratory, Graz University of Technology, Graz, Austria
| | - Thomas Pock
- Institute for Computer Graphics and Vision, Graz University of Technology, Graz, Austria
| | - Christa Einspieler
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Peter B. Marschik
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Center of Neurodevelopmental Disorders (KIND), Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden
- * E-mail:
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20
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Marinelli CV, Romani C, Burani C, McGowan VA, Zoccolotti P. Costs and Benefits of Orthographic Inconsistency in Reading: Evidence from a Cross-Linguistic Comparison. PLoS One 2016; 11:e0157457. [PMID: 27355364 PMCID: PMC4927093 DOI: 10.1371/journal.pone.0157457] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2015] [Accepted: 05/31/2016] [Indexed: 11/19/2022] Open
Abstract
We compared reading acquisition in English and Italian children up to late primary school analyzing RTs and errors as a function of various psycholinguistic variables and changes due to experience. Our results show that reading becomes progressively more reliant on larger processing units with age, but that this is modulated by consistency of the language. In English, an inconsistent orthography, reliance on larger units occurs earlier on and it is demonstrated by faster RTs, a stronger effect of lexical variables and lack of length effect (by fifth grade). However, not all English children are able to master this mode of processing yielding larger inter-individual variability. In Italian, a consistent orthography, reliance on larger units occurs later and it is less pronounced. This is demonstrated by larger length effects which remain significant even in older children and by larger effects of a global factor (related to speed of orthographic decoding) explaining changes of performance across ages. Our results show the importance of considering not only overall performance, but inter-individual variability and variability between conditions when interpreting cross-linguistic differences.
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Affiliation(s)
- Chiara Valeria Marinelli
- Lab of Applied Psychology and Intervention, Department of History Society and Human Studies, University of Salento, Salento, Italy
- Neuropsychological Research Centre, IRCCS Fondazione Santa Lucia, Rome, Italy
- * E-mail:
| | | | - Cristina Burani
- ISTC Institute for Cognitive Sciences and Technologies, CNR, Rome, Italy
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | | - Pierluigi Zoccolotti
- Neuropsychological Research Centre, IRCCS Fondazione Santa Lucia, Rome, Italy
- Department of Psychology, University of Rome La Sapienza, Rome, Italy
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21
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de León Rodríguez D, Buetler KA, Eggenberger N, Laganaro M, Nyffeler T, Annoni JM, Müri RM. The Impact of Language Opacity and Proficiency on Reading Strategies in Bilinguals: An Eye Movement Study. Front Psychol 2016; 7:649. [PMID: 27199870 PMCID: PMC4858600 DOI: 10.3389/fpsyg.2016.00649] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2015] [Accepted: 04/18/2016] [Indexed: 11/17/2022] Open
Abstract
Reading strategies vary across languages according to orthographic depth – the complexity of the grapheme in relation to phoneme conversion rules – notably at the level of eye movement patterns. We recently demonstrated that a group of early bilinguals, who learned both languages equally under the age of seven, presented a first fixation location (FFL) closer to the beginning of words when reading in German as compared with French. Since German is known to be orthographically more transparent than French, this suggested that different strategies were being engaged depending on the orthographic depth of the used language. Opaque languages induce a global reading strategy, and transparent languages force a local/serial strategy. Thus, pseudo-words were processed using a local strategy in both languages, suggesting that the link between word forms and their lexical representation may also play a role in selecting a specific strategy. In order to test whether corresponding effects appear in late bilinguals with low proficiency in their second language (L2), we present a new study in which we recorded eye movements while two groups of late German–French and French–German bilinguals read aloud isolated French and German words and pseudo-words. Since, a transparent reading strategy is local and serial, with a high number of fixations per stimuli, and the level of the bilingual participants’ L2 is low, the impact of language opacity should be observed in L1. We therefore predicted a global reading strategy if the bilinguals’ L1 was French (FFL close to the middle of the stimuli with fewer fixations per stimuli) and a local and serial reading strategy if it was German. Thus, the L2 of each group, as well as pseudo-words, should also require a local and serial reading strategy. Our results confirmed these hypotheses, suggesting that global word processing is only achieved by bilinguals with an opaque L1 when reading in an opaque language; the low level in the L2 gives way to a local and serial reading strategy. These findings stress the fact that reading behavior is influenced not only by the linguistic mode but also by top–down factors, such as readers’ proficiency.
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Affiliation(s)
- Diego de León Rodríguez
- Neurology Unit, Laboratory for Cognitive and Neurological Sciences, Department of Medicine, Faculty of Science, University of Fribourg Fribourg, Switzerland
| | - Karin A Buetler
- Neurology Unit, Laboratory for Cognitive and Neurological Sciences, Department of Medicine, Faculty of Science, University of Fribourg Fribourg, Switzerland
| | - Noëmi Eggenberger
- Perception and Eye Movement Laboratory, Department of Neurology and Clinical Research, University of Bern Bern, Switzerland
| | - Marina Laganaro
- Neuropsycholinguistic Team, Faculty of Psychology and Educational Sciences, University of Geneva Geneva, Switzerland
| | - Thomas Nyffeler
- Perception and Eye Movement Laboratory, Department of Neurology and Clinical Research, University of Bern Bern, Switzerland
| | - Jean-Marie Annoni
- Neurology Unit, Laboratory for Cognitive and Neurological Sciences, Department of Medicine, Faculty of Science, University of Fribourg Fribourg, Switzerland
| | - René M Müri
- Perception and Eye Movement Laboratory, Department of Neurology and Clinical Research, University of Bern Bern, Switzerland
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22
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Schmalz X, Beyersmann E, Cavalli E, Marinus E. Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: more evidence for the orthographic depth hypothesis. JOURNAL OF COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1080/20445911.2016.1182172] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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23
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Marx C, Hutzler F, Schuster S, Hawelka S. On the Development of Parafoveal Preprocessing: Evidence from the Incremental Boundary Paradigm. Front Psychol 2016; 7:514. [PMID: 27148123 PMCID: PMC4830847 DOI: 10.3389/fpsyg.2016.00514] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Accepted: 03/29/2016] [Indexed: 11/13/2022] Open
Abstract
Parafoveal preprocessing of upcoming words and the resultant preview benefit are key aspects of fluent reading. Evidence regarding the development of parafoveal preprocessing during reading acquisition, however, is scarce. The present developmental (cross-sectional) eye tracking study estimated the magnitude of parafoveal preprocessing of beginning readers with a novel variant of the classical boundary paradigm. Additionally, we assessed the association of parafoveal preprocessing with several reading-related psychometric measures. The participants were children learning to read the regular German orthography with about 1, 3, and 5 years of formal reading instruction (Grade 2, 4, and 6, respectively). We found evidence of parafoveal preprocessing in each Grade. However, an effective use of parafoveal information was related to the individual reading fluency of the participants (i.e., the reading rate expressed as words-per-minute) which substantially overlapped between the Grades. The size of the preview benefit was furthermore associated with the children’s performance in rapid naming tasks and with their performance in a pseudoword reading task. The latter task assessed the children’s efficiency in phonological decoding and our findings show that the best decoders exhibited the largest preview benefit.
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Affiliation(s)
- Christina Marx
- Centre for Cognitive Neuroscience, University of Salzburg Salzburg, Austria
| | - Florian Hutzler
- Centre for Cognitive Neuroscience, University of Salzburg Salzburg, Austria
| | - Sarah Schuster
- Centre for Cognitive Neuroscience, University of Salzburg Salzburg, Austria
| | - Stefan Hawelka
- Centre for Cognitive Neuroscience, University of Salzburg Salzburg, Austria
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24
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Exploring the numerical mind by eye-tracking: a special issue. PSYCHOLOGICAL RESEARCH 2016; 80:325-33. [PMID: 26927470 DOI: 10.1007/s00426-016-0759-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2016] [Accepted: 02/11/2016] [Indexed: 12/16/2022]
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25
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Oganian Y, Froehlich E, Schlickeiser U, Hofmann MJ, Heekeren HR, Jacobs AM. Slower Perception Followed by Faster Lexical Decision in Longer Words: A Diffusion Model Analysis. Front Psychol 2016; 6:1958. [PMID: 26779075 PMCID: PMC4700557 DOI: 10.3389/fpsyg.2015.01958] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2015] [Accepted: 12/07/2015] [Indexed: 11/13/2022] Open
Abstract
Effects of stimulus length on reaction times (RTs) in the lexical decision task are the topic of extensive research. While slower RTs are consistently found for longer pseudo-words, a finding coined the word length effect (WLE), some studies found no effects for words, and yet others reported faster RTs for longer words. Moreover, the WLE depends on the orthographic transparency of a language, with larger effects in more transparent orthographies. Here we investigate processes underlying the WLE in lexical decision in German-English bilinguals using a diffusion model (DM) analysis, which we compared to a linear regression approach. In the DM analysis, RT-accuracy distributions are characterized using parameters that reflect latent sub-processes, in particular evidence accumulation and decision-independent perceptual encoding, instead of typical parameters such as mean RT and accuracy. The regression approach showed a decrease in RTs with length for pseudo-words, but no length effect for words. However, DM analysis revealed that the null effect for words resulted from opposing effects of length on perceptual encoding and rate of evidence accumulation. Perceptual encoding times increased with length for words and pseudo-words, whereas the rate of evidence accumulation increased with length for real words but decreased for pseudo-words. A comparison between DM parameters in German and English suggested that orthographic transparency affects perceptual encoding, whereas effects of length on evidence accumulation are likely to reflect contextual information and the increase in available perceptual evidence with length. These opposing effects may account for the inconsistent findings on WLEs.
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Affiliation(s)
- Yulia Oganian
- Department of Education and Psychology, Freie Universitaet BerlinBerlin, Germany; Bernstein Center for Computational Neuroscience Berlin, CharitéBerlin, Germany; Dahlem Institute for Neuroimaging of Emotion, Freie Universitaet BerlinBerlin, Germany; Center for Cognitive Neuroscience, Freie Universitaet BerlinBerlin, Germany
| | - Eva Froehlich
- Department of Education and Psychology, Freie Universitaet BerlinBerlin, Germany; Dahlem Institute for Neuroimaging of Emotion, Freie Universitaet BerlinBerlin, Germany; Center for Cognitive Neuroscience, Freie Universitaet BerlinBerlin, Germany
| | - Ulrike Schlickeiser
- Department of Education and Psychology, Freie Universitaet BerlinBerlin, Germany; Dahlem Institute for Neuroimaging of Emotion, Freie Universitaet BerlinBerlin, Germany; Center for Cognitive Neuroscience, Freie Universitaet BerlinBerlin, Germany
| | - Markus J Hofmann
- Dahlem Institute for Neuroimaging of Emotion, Freie Universitaet BerlinBerlin, Germany; Center for Cognitive Neuroscience, Freie Universitaet BerlinBerlin, Germany; Department of Psychology, Bergische Universitaet WuppertalGermany
| | - Hauke R Heekeren
- Department of Education and Psychology, Freie Universitaet BerlinBerlin, Germany; Dahlem Institute for Neuroimaging of Emotion, Freie Universitaet BerlinBerlin, Germany; Center for Cognitive Neuroscience, Freie Universitaet BerlinBerlin, Germany
| | - Arthur M Jacobs
- Department of Education and Psychology, Freie Universitaet BerlinBerlin, Germany; Dahlem Institute for Neuroimaging of Emotion, Freie Universitaet BerlinBerlin, Germany; Center for Cognitive Neuroscience, Freie Universitaet BerlinBerlin, Germany
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Krieber M, Bartl-Pokorny KD, Pokorny FB, Einspieler C, Langmann A, Körner C, Falck-Ytter T, Marschik PB. The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography. PLoS One 2016; 11:e0145934. [PMID: 26727255 PMCID: PMC4699816 DOI: 10.1371/journal.pone.0145934] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2015] [Accepted: 12/10/2015] [Indexed: 11/28/2022] Open
Abstract
Over the past decades, the relation between reading skills and eye movement behavior has been well documented in English-speaking cohorts. As English and German differ substantially with regard to orthographic complexity (i.e. grapheme-phoneme correspondence), we aimed to delineate specific characteristics of how reading speed and reading comprehension interact with eye movements in typically developing German-speaking (Austrian) adolescents. Eye movements of 22 participants (14 females; mean age = 13;6 years;months) were tracked while they were performing three tasks, namely silently reading words, texts, and pseudowords. Their reading skills were determined by means of a standardized German reading speed and reading comprehension assessment (Lesegeschwindigkeits- und -verständnistest für Klassen 6−12). We found that (a) reading skills were associated with various eye movement parameters in each of the three reading tasks; (b) better reading skills were associated with an increased efficiency of eye movements, but were primarily linked to spatial reading parameters, such as the number of fixations per word, the total number of saccades and saccadic amplitudes; (c) reading speed was a more reliable predictor for eye movement parameters than reading comprehension; (d) eye movements were highly correlated across reading tasks, which indicates consistent reading performances. Contrary to findings in English-speaking cohorts, the reading skills neither consistently correlated with temporal eye movement parameters nor with the number or percentage of regressions made while performing any of the three reading tasks. These results indicate that, although reading skills are associated with eye movement patterns irrespective of language, the temporal and spatial characteristics of this association may vary with orthographic consistency.
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Affiliation(s)
- Magdalena Krieber
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Katrin D. Bartl-Pokorny
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Florian B. Pokorny
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- Machine Intelligence & Signal Processing Group, Technische Universität München, Munich, Germany
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
| | - Christa Einspieler
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Andrea Langmann
- Department of Strabism, Pediatric Ophthalmology and Rehabilitation of Visually Impaired, Medical University of Graz, Graz, Austria
| | - Christof Körner
- Cognitive Psychology & Neuroscience, Department of Psychology, University of Graz, Graz, Austria
| | - Terje Falck-Ytter
- Center of Neurodevelopmental Disorders (KIND), Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Peter B. Marschik
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Center of Neurodevelopmental Disorders (KIND), Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden
- * E-mail:
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Bahnmueller J, Huber S, Nuerk HC, Göbel SM, Moeller K. Processing multi-digit numbers: a translingual eye-tracking study. PSYCHOLOGICAL RESEARCH 2015; 80:422-33. [DOI: 10.1007/s00426-015-0729-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2015] [Accepted: 11/18/2015] [Indexed: 12/17/2022]
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28
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Marinus E, Nation K, de Jong PF. Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch. J Exp Child Psychol 2015; 139:127-47. [DOI: 10.1016/j.jecp.2015.05.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2014] [Revised: 04/28/2015] [Accepted: 05/18/2015] [Indexed: 10/23/2022]
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Liversedge SP, Schroeder S, Hyönä J, Rayner K. Emerging issues in developmental eye-tracking research: Insights from the workshop in Hannover, October 2013. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2015.1053487] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Simon P. Liversedge
- School of Psychology, University of Southampton , Highfield Campus, SO17 1BJ Southampton, UK
| | - Sascha Schroeder
- Department of Psychology, Max Planck Institute , Berlin, Germany
| | - Jukka Hyönä
- Department of Psychology, University of Turku , Turku, Finland
| | - Keith Rayner
- Department of Psychology, University of California, San Diego , La Jolla, CA, USA
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Tiffin-Richards SP, Schroeder S. Word length and frequency effects on children's eye movements during silent reading. Vision Res 2015; 113:33-43. [PMID: 26048684 DOI: 10.1016/j.visres.2015.05.008] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2014] [Revised: 05/08/2015] [Accepted: 05/09/2015] [Indexed: 11/15/2022]
Abstract
In the present study we measured the eye movements of a large sample of 2nd grade German speaking children and a control group of adults during a silent reading task. To be able to directly investigate the interaction of word length and frequency effects we employed controlled sentence frames with embedded target words in an experimental design in which length and frequency were manipulated independently of one another. Unlike previous studies which have investigated the interaction of word length and frequency effects in children, we used age-appropriate word frequencies for children. We found significant effects of word length and frequency for both children and adults while effects were generally greater for children. The interaction of word length and frequency was significant for children in gaze duration and total viewing time eye movement measures but not for adults. Our results suggest that children rely on sublexical decoding of infrequent words, leading to greater length effects for infrequent than frequent words while adults do not show this effect when reading children's reading materials.
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Lallier M, Acha J, Carreiras M. Cross-linguistic interactions influence reading development in bilinguals: a comparison between early balanced French-Basque and Spanish-Basque bilingual children. Dev Sci 2015; 19:76-89. [DOI: 10.1111/desc.12290] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2014] [Accepted: 12/18/2014] [Indexed: 12/01/2022]
Affiliation(s)
- Marie Lallier
- Basque Center on Cognition; Brain and Language; San Sebastían Spain
| | - Joana Acha
- Departamento Psicología básica; UPV/EHU; San Sebastían Spain
| | - Manuel Carreiras
- Basque Center on Cognition; Brain and Language; San Sebastían Spain
- Basque Ikerbasque, Basque Foundation for Science; Bilbao Spain
- Departamento Lengua Vasca y Comunicación; UPV/EHU; Bilbao Spain
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Marx C, Hawelka S, Schuster S, Hutzler F. An incremental boundary study on parafoveal preprocessing in children reading aloud: Parafoveal masks overestimate the preview benefit. JOURNAL OF COGNITIVE PSYCHOLOGY 2015; 27:549-561. [PMID: 26246890 PMCID: PMC4487581 DOI: 10.1080/20445911.2015.1008494] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Parafoveal preprocessing is an important factor for efficient reading and, in eye-movement studies, is typically investigated by means of parafoveal masking: Valid previews are compared to instances in which masks prevent preprocessing. A long-held assumption was that parafoveal preprocessing, as assessed by this technique, only reflects facilitation (i.e., a preview benefit). Recent studies, however, suggested that the benefit estimate is inflated due to interference of the parafoveal masks, i.e., the masks inflict processing costs. With children from Grades 4 and 6, we administered the novel incremental priming technique. The technique manipulates the salience of the previews by systematically varying its perceptibility (i.e., by visually degrading the previews). This technique does not require a baseline condition, but makes it possible to determine whether a preview induces facilitation or interference. Our salience manipulation of valid previews revealed a preview benefit in the children of both Grades. For two commonly used parafoveal masks, we observed interference corroborating the notion that masks are not a proper baseline. With the novel incremental boundary technique, in contrast, one can achieve an accurate estimate of the preview benefit.
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Affiliation(s)
- Christina Marx
- Centre for Cognitive Neuroscience, University of Salzburg , Salzburg , Austria
| | - Stefan Hawelka
- Centre for Cognitive Neuroscience, University of Salzburg , Salzburg , Austria
| | - Sarah Schuster
- Centre for Cognitive Neuroscience, University of Salzburg , Salzburg , Austria
| | - Florian Hutzler
- Centre for Cognitive Neuroscience, University of Salzburg , Salzburg , Austria
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