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Kellenberger MG, Steacy LM, Cooper Borkenhagen MJ, Dozier J, Compton DL. Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors. J Exp Child Psychol 2024; 246:105998. [PMID: 38981331 DOI: 10.1016/j.jecp.2024.105998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 05/20/2024] [Accepted: 05/22/2024] [Indexed: 07/11/2024]
Abstract
Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic contributions of word-level features to word reading development, which have been relatively underexplored in the literature. A sample of elementary school students oversampled for word reading difficulty (N = 92) in Grades 3 to 5 read a set of polysyllabic words (J = 45) and completed a battery of reading and language-related measures. Using cross-classified random-effects models and accounting for various control variables, semantic-related variables representing item-level familiarity; child-level set for variability; and word-level age of acquisition and number of morphemes were significant predictors in the main-effects model. A significant interaction between sight word efficiency and age of acquisition indicated higher probabilities of correctly reading polysyllabic words at lower levels of acquisition for better readers. Results indicate important semantic-related influences on polysyllabic word reading at the child, word, and child-by-word levels, suggesting meaningful relationships between knowledge of the orthographic form of a word and semantic knowledge in developing readers.
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Affiliation(s)
- Madison G Kellenberger
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA.
| | - Laura M Steacy
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | | | - Jordan Dozier
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
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2
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Rodriguez-Cuadrado S, Hinojosa JA, Guasch M, Romero-Rivas C, Sabater L, Suárez-Coalla P, Ferré P. Subjective age of acquisition norms for 1604 English words by Spanish L2 speakers of English and their relationship with lexico-semantic, affective, sociolinguistic and proficiency variables. Behav Res Methods 2023; 55:4437-4454. [PMID: 36477592 PMCID: PMC10700429 DOI: 10.3758/s13428-022-02026-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/12/2022] [Indexed: 12/12/2022]
Abstract
Psycholinguistic studies have shown that there are many variables implicated in language comprehension and production. At the lexical level, subjective age of acquisition (AoA), the estimate of the age at which a word is acquired, is key for stimuli selection in psycholinguistic studies. AoA databases in English are often used when testing a variety of phenomena in second language (L2) speakers of English. However, these have limitations, as the norms are not provided by the target population (L2 speakers of English) but by native English speakers. In this study, we asked native Spanish L2 speakers of English to provide subjective AoA ratings for 1604 English words, and investigated whether factors related to 14 lexico-semantic and affective variables, both in Spanish and English, and to the speakers' profile (i.e., sociolinguistic variables and L2 proficiency), were related to the L2 AoA ratings. We used boosted regression trees, an advanced form of regression analysis based on machine learning and boosting algorithms, to analyse the data. Our results showed that the model accounted for a relevant proportion of deviance (58.56%), with the English AoA provided by native English speakers being the strongest predictor for L2 AoA. Additionally, L2 AoA correlated with L2 reaction times. Our database is a useful tool for the research community running psycholinguistic studies in L2 speakers of English. It adds knowledge about which factors-linked to the characteristics of both the linguistic stimuli and the speakers-affect L2 subjective AoA. The database and the data can be downloaded from: https://osf.io/gr8xd/?view_only=73b01dccbedb4d7897c8d104d3d68c46 .
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Affiliation(s)
- Sara Rodriguez-Cuadrado
- Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Facultad de Formación del Profesorado y Educación, Universidad Autónoma de Madrid, C/ Francisco Tomás y Valiente, n° 3, 28049, Madrid, Spain.
| | - José Antonio Hinojosa
- Instituto Pluridisciplinar, Universidad Complutense de Madrid, Madrid, Spain
- Departamento Psicología Experimental, Procesos Cognitivos y Logopedia, Universidad Complutense de Madrid, Madrid, Spain
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, Madrid, Spain
| | - Marc Guasch
- Departamento de Psicología y CRAMC, Universitat Rovira i Virgili, Tarragona, Spain
| | - Carlos Romero-Rivas
- Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Facultad de Formación del Profesorado y Educación, Universidad Autónoma de Madrid, C/ Francisco Tomás y Valiente, n° 3, 28049, Madrid, Spain
| | - Lucía Sabater
- Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Facultad de Formación del Profesorado y Educación, Universidad Autónoma de Madrid, C/ Francisco Tomás y Valiente, n° 3, 28049, Madrid, Spain
- Instituto Pluridisciplinar, Universidad Complutense de Madrid, Madrid, Spain
| | - Paz Suárez-Coalla
- Departamento de Psicología y Grupo de Investigación INCO, Universidad de Oviedo, Oviedo, Spain
| | - Pilar Ferré
- Departamento de Psicología y CRAMC, Universitat Rovira i Virgili, Tarragona, Spain
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3
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Miguel-Abella RS, Pérez-Sánchez MÁ, Cuetos F, Marín J, González-Nosti M. SpaVerb-WN-A megastudy of naming times for 4562 Spanish verbs: Effects of psycholinguistic and motor content variables. Behav Res Methods 2022; 54:2640-2664. [PMID: 34918230 PMCID: PMC9729138 DOI: 10.3758/s13428-021-01734-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/19/2021] [Indexed: 12/16/2022]
Abstract
Several studies have been carried out in various languages to explore the role of the main psycholinguistic variables in word naming, mainly in nouns. However, reading of verbs has not been explored to the same extent, despite the differences that have been found between the processing of nouns and verbs. To reduce this research gap, we present here SpaVerb-WN, a megastudy of word naming in Spanish, with response times (RT) for 4562 verbs. RT were obtained from at least 20 healthy adult participants in a reading-aloud task. Several research questions on the role of syllable frequency, word length, neighbourhood, frequency, age of acquisition (AoA), and the novel variable 'motor content' in verb naming were also examined. Linear mixed-effects model analyses indicated that (1) RT increase in with increasing word length and with decreasing neighbourhood size, (2) syllable frequency does not show a significant effect on RT, (3) AoA mediates the effect of motor content, with a positive slope of motor content at low AoA scores and a negative slope at high AoA scores, and (4) there is an interaction between word frequency and AoA, in which the AoA effect for low-frequency verbs gradually decreases as frequency increases. The results are discussed in relation to existing evidence and in the context of the consistency of the spelling-sound mappings in Spanish.
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Affiliation(s)
- Romina San Miguel-Abella
- Departamento de Psicología, Universidad de Oviedo, Plaza de Feijoo, s/n, 33003, Oviedo, Asturias, Spain
| | | | - Fernando Cuetos
- Departamento de Psicología, Universidad de Oviedo, Plaza de Feijoo, s/n, 33003, Oviedo, Asturias, Spain
| | - Javier Marín
- Departamento de Psicología Básica y Metodología, Universidad de Murcia, Murcia, Spain
| | - María González-Nosti
- Departamento de Psicología, Universidad de Oviedo, Plaza de Feijoo, s/n, 33003, Oviedo, Asturias, Spain.
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4
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Wu W, Morales M, Patel T, Pickering MJ, Hoffman P. Modulation of brain activity by psycholinguistic information during naturalistic speech comprehension and production. Cortex 2022; 155:287-306. [DOI: 10.1016/j.cortex.2022.08.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 06/23/2022] [Accepted: 08/01/2022] [Indexed: 11/25/2022]
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5
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Ebrahimi L, Pouretemad H, Stein J, Alizadeh E, Khatibi A. Enhanced reading abilities is modulated by faster visual spatial attention. ANNALS OF DYSLEXIA 2022; 72:125-146. [PMID: 34510363 DOI: 10.1007/s11881-021-00245-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Accepted: 08/26/2021] [Indexed: 06/13/2023]
Abstract
Research has shown improved reading following visual magnocellular training in individuals with dyslexia. Many studies have demonstrated how the magnocellular pathway controls visual spatial attention. Therefore, we have investigated the relationship between magnocellular pathway and visual spatial attention deficits in dyslexia in order to better understand how magnocellular-based interventions may help children to learn to read. Magnocellular function, visual spatial attention, and reading abilities of thirty elementary school students with dyslexia, aged between 8 and 10, were measured. The experimental group received magnocellular-based visual motion training for 12 sessions, while the control group received neutral sessions. All tests were repeated at the end of the training and after 1 month. The magnocellular functioning, visual spatial attention, and reading abilities of the experimental group improved significantly compared to the controls. Additionally, improvement in reaction time of invalid conditions predicted improvements in saccadic eye movements. We conclude that visual magnocellular training improved saccadic eye movement control, visual spatial orientation, and reading ability.
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Affiliation(s)
- Leila Ebrahimi
- Institute for Cognitive & Brain Sciences, Shahid Beheshti University, 1983969411, EvinTehran, Iran
| | - Hamidreza Pouretemad
- Institute for Cognitive & Brain Sciences, Shahid Beheshti University, 1983969411, EvinTehran, Iran.
- Department of Psychology, Shahid Beheshti University, Tehran, Iran.
| | - John Stein
- Department of Physiology, Anatomy & Genetics, Oxford University, Oxford, UK
| | - Ebrahim Alizadeh
- Department of Psychology, Shahid Beheshti University, Tehran, Iran
| | - Ali Khatibi
- Centre of Precision Rehabilitation for Spinal Pain, University of Birmingham, Birmingham, UK
- Centre for Human Brain Health, University of Birmingham, Birmingham, UK
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6
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Difalcis M, Morello García F, Abusamra V, Ferreres A. Types of acquired dyslexia in Spanish-speaking patients with aphasia. Cogn Neuropsychol 2021; 38:283-301. [PMID: 34668460 DOI: 10.1080/02643294.2021.1989394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The different types of acquired dyslexia described by cognitive neuropsychology have been observed in single-case and case series studies in different languages. However, no multipatient study of Spanish-speaking individuals has been reported that uses the same criteria and tasks to identify each participant's acquired dyslexia pattern. In this study, we analyzed participants' performance in three tasks (oral reading of words and nonwords, visual lexical decision with pseudohomophones, and written homophone comprehension) among 16 Spanish-speaking patients with aphasia. We identified 9 patients with acquired phonological dyslexia, 3 with acquired surface dyslexia, and 4 with acquired mixed dyslexia. The results of this research provide more information about the relative frequency of each type of acquired dyslexia in Spanish, which could be used to help design more appropriate treatments for rehabilitation. Identifying which processes have been impaired and which have been preserved will allow professionals to plan more specific interventions.
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Affiliation(s)
- Micaela Difalcis
- Instituto de Investigaciones, Facultad de Psicología, Universidad de Buenos Aires, Buenos Aires, Argentina.,Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Facultad de Filosofía y Letras, Universidad de Buenos Aires, Buenos Aires, Argentina
| | - Florentina Morello García
- Instituto de Investigaciones, Facultad de Psicología, Universidad de Buenos Aires, Buenos Aires, Argentina.,Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
| | - Valeria Abusamra
- Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME-CONICET), Buenos Aires, Argentina.,Facultad de Filosofía y Letras, Universidad de Buenos Aires, Buenos Aires, Argentina
| | - Aldo Ferreres
- Instituto de Investigaciones, Facultad de Psicología, Universidad de Buenos Aires, Buenos Aires, Argentina.,Unidad de Neuropsicología, Hospital Interzonal General de Agudos "Eva Perón", Buenos Aires, Argentina
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7
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EmoPro - Emotional prototypicality for 1286 Spanish words: Relationships with affective and psycholinguistic variables. Behav Res Methods 2021; 53:1857-1875. [PMID: 33629205 DOI: 10.3758/s13428-020-01519-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/06/2020] [Indexed: 11/08/2022]
Abstract
We present EmoPro, a normative study of the emotion lexicon of the Spanish language. We provide emotional prototypicality ratings for 1286 emotion words (i.e., those that refer to human emotions such as "fear" or "happy"), belonging to different grammatical categories. This is the largest data set for this variable so far. Each word was rated by at least 20 participants, and adequate reliability and validity rates for prototypicality scores were found. We also provide new affective (valence, arousal, emotionality, happiness, sadness, fear, disgust, and anger) and psycholinguistic (Age-of-Acquisition, frequency and concreteness) ratings for those words without prior data in the extant literature, and analyze which of the given variables contribute the most to prototypicality. A factor analysis on the affective and psycholinguistic variables has shown that prototypicality loads in a factor associated to the emotional salience of words. Furthermore, a regression analysis reveals a significant role of both dimensional and discrete- emotion-related variables, as well as a modest effect of AoA and frequency on the prediction of prototypicality. Cross-linguistic comparisons show that the pattern obtained here is similar to that observed in other languages. EmoPro norms will be highly valuable for researchers in the field, providing them with a tool to select the most representative emotion words in Spanish for their experimental (e.g., for a comparison with emotion-laden words, such as "murder" or "party") or applied studies (e.g., to examine the acquisition of emotion words/concepts in children). The full set of norms is available as supplementary material.
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8
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Recognition times for 62 thousand English words: Data from the English Crowdsourcing Project. Behav Res Methods 2020; 52:741-760. [PMID: 31368025 DOI: 10.3758/s13428-019-01272-8] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
We present a new dataset of English word recognition times for a total of 62 thousand words, called the English Crowdsourcing Project. The data were collected via an internet vocabulary test in which more than one million people participated. The present dataset is limited to native English speakers. Participants were asked to indicate which words they knew. Their response times were registered, although at no point were the participants asked to respond as quickly as possible. Still, the response times correlate around .75 with the response times of the English Lexicon Project for the shared words. Also, the results of virtual experiments indicate that the new response times are a valid addition to the English Lexicon Project. This not only means that we have useful response times for some 35 thousand extra words, but we now also have data on differences in response latencies as a function of education and age.
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9
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A set of 750 words in Spanish characterized in two survival-related dimensions: avoiding death and locating nourishment. Behav Res Methods 2020; 53:153-166. [PMID: 32632741 DOI: 10.3758/s13428-020-01434-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
With the aim of finding quantitative indicators of the survival relevance for a set of concrete concepts, a subjective rating task was administered to a large sample of college students (N = 300). In the rating task, participants used a five-point scale to rate 750 concepts in one of two survival-relevant dimensions, providing their own judgment about the relevance of each concept in a situation in which either avoiding death (AD) or obtaining food (OF) was of importance. The subjective ratings showed high stability and reliability and showed varied patterns of association to potentially relevant concept-defining variables, with correlational analyses showing both commonalities and differences between the two rated dimensions. Regression analyses indicated that, while not likely to modulate word accessibility, survival ratings were related to certain conceptual properties that could be especially sensitive for threat detection. The collected data set provides normative information that can be of use in manipulating and controlling verbal stimuli in future research focusing on adaptive properties of episodic memory and other aspects of the human cognitive system. The complete norms are available for downloading at Open Science Framework ( https://osf.io/sf9mb/ ).
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10
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Normative ratings for perceptual and motor attributes of 750 object concepts in Spanish. Behav Res Methods 2019; 50:1632-1644. [PMID: 29052168 DOI: 10.3758/s13428-017-0970-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Subjective ratings of perceptual and motor attributes were obtained for a set of 750 concrete concepts in Spanish by requiring scale-based judgments from a sample of university students (N = 539). Following on the work of Amsel, Urbach, and Kutas (2012), the seven attributes were color, motion, sound, smell, taste, graspability, and pain. Normative data based on the obtained ratings are provided as a tool for future investigations. Additionally, the relationships of these attributes to other lexical dimensions (e.g., familiarity, frequency, concreteness) and the factorial organization of concepts around the main components were analyzed. The pattern of results is consistent with prior findings that highlight the relevance of dimensions related to survival as being crucially involved in conceptual processing.
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11
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Steacy LM, Compton DL. Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. J Exp Child Psychol 2019; 178:226-250. [PMID: 30414511 PMCID: PMC6433598 DOI: 10.1016/j.jecp.2018.09.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 09/06/2018] [Accepted: 09/13/2018] [Indexed: 11/28/2022]
Abstract
This study explored word reading accuracy and word learning efficiency in first- and second-grade students (N = 125). In two experiments, students participated in a short training exposing them to words that varied on orthographic regularity and imageability. In Experiment 1 the form of word feedback was manipulated (phonemic vs. whole word), whereas in Experiment 2 pretraining exposure was manipulated (training on meaning vs. imageability). Crossed random effects models were used to explore child- and item-level predictors related to number of exposures to mastery, posttest word reading performance, and maintenance performance after 1 week. Results from Experiment 1 indicate that imageability plays a role in irregular word learning. Results from Experiment 2 suggest that students who received imageability training required fewer exposures to reach mastery. There was a significant interaction between initial word reading skill and condition, with students with low word reading skills requiring fewer exposures for mastery if they were in the imageability condition. Overall, these findings suggest that word imageability significantly affects both word reading accuracy and rate of word learning.
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Affiliation(s)
- Laura M Steacy
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA.
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
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12
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Paolieri D, Marful A. Norms for a Pictographic System: The Aragonese Portal of Augmentative/Alternative Communication (ARASAAC) System. Front Psychol 2018; 9:2538. [PMID: 30618959 PMCID: PMC6305113 DOI: 10.3389/fpsyg.2018.02538] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Accepted: 11/28/2018] [Indexed: 11/13/2022] Open
Abstract
Different systems are used to facilitate communication for people with speech problems. Among these, pictographic systems offer an extraordinary solution for many people with severe communication disorders; for example, people with autism spectrum disorders, aphasia, cognitive impairment, cerebral palsy, etc. The pictographic system called Aragonese Portal of Augmentative and Alternative Communication (ARASAAC http://arasaac.org), freely distributed under the Creative Commons License (BY-NC-SA), is an important reference in many countries. Although these images are widely used, there are no previous studies on their reliability and validity. In order to obtain a useful tool in the clinical context, scores of name agreement, H index, tip-of-the-tongue responses, conceptual familiarity, image agreement, visual complexity, and response times were collected for the 295 most frequent images in the ARASAAC dataset. The psychometric analyses showed adequate validity and reliability values. The regression analysis indicated that naming times were explained by picture-name agreement, age of acquisition, and conceptual familiarity, while the tip-of-the-tongue states were mainly predicted by picture-name agreement and name agreement. In conclusion, these norms from the ARASAAC dataset offer a valuable tool for clinical intervention as well as for psycholinguistic research.
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Affiliation(s)
- Daniela Paolieri
- Mind, Brain and Behavior Research Center, University of Granada, Granada, Spain
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13
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Aguasvivas JA, Carreiras M, Brysbaert M, Mandera P, Keuleers E, Duñabeitia JA. SPALEX: A Spanish Lexical Decision Database From a Massive Online Data Collection. Front Psychol 2018; 9:2156. [PMID: 30483181 PMCID: PMC6240651 DOI: 10.3389/fpsyg.2018.02156] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2018] [Accepted: 10/19/2018] [Indexed: 11/30/2022] Open
Affiliation(s)
| | - Manuel Carreiras
- BCBL, Basque Center on Brain, Language and Cognition, Donostia, Spain.,Ikerbasque, Basque Foundation for Science, Bilbao, Spain
| | - Marc Brysbaert
- Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Paweł Mandera
- Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Emmanuel Keuleers
- Department of Cognitive Science and Artificial Intelligence, Tillburg University, Tillburg, Netherlands
| | - Jon Andoni Duñabeitia
- BCBL, Basque Center on Brain, Language and Cognition, Donostia, Spain.,Facultad de Lenguas y Educación, Universidad Nebrija, Madrid, Spain
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14
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15
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Marful A, Díez-Álamo AM, Plaza-Navas S, Fernandez A. A normative study for photographs of celebrities in Spain. PLoS One 2018; 13:e0197554. [PMID: 29768497 PMCID: PMC5955507 DOI: 10.1371/journal.pone.0197554] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Accepted: 05/04/2018] [Indexed: 11/19/2022] Open
Abstract
Research on familiar faces has recurrently been conducted in different domains, such as, psycholinguistics, memory, attention, face processing, aging studies, etc. In general, photographs of celebrities, their proper names, or their occupations have been the materials mainly employed in those types of studies. These stimuli are, however, very constrained by the geographic and sociocultural contexts in which the studies are conducted, and, in spite of their relevance for psychological research, there are no normative studies for celebrities in Spain. With the aim of filling this gap, the photographs and names of the 118 most frequently produced celebrities in Spain were collected. For each celebrity, values for 13 different indices (including psycholinguistic properties, naming times, and emotional indicators) were obtained from a young adult Spanish sample. Regression analyses on the data indicated that the main determinant in naming times and ToTs was the percentage of correct responses. Face agreement was also a significant predictor of ToTs. Results were compared with previous celebrity norms in other languages, and discussed in relation to the current models of face processing. These norms are likely to make a useful contribution to the design of more controlled research and applied tools in Psychology.
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Affiliation(s)
- Alejandra Marful
- Departamento de Psicología, Universidad de Jaén, Jaén, Spain
- Centro de Investigación Mente, Cerebro, y Comportamiento (CIMCYC), Universidad de Granada, Granada, Spain
- * E-mail:
| | - Antonio M. Díez-Álamo
- Departamento de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad de Salamanca, Salamanca, Spain
- Instituto de Integración en la Comunidad (INICO), Universidad de Salamanca, Salamanca, Spain
| | | | - Angel Fernandez
- Departamento de Psicología Básica, Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad de Salamanca, Salamanca, Spain
- Instituto de Integración en la Comunidad (INICO), Universidad de Salamanca, Salamanca, Spain
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16
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Matías-Guiu JA, Cuetos F, Cabrera-Martín MN, Valles-Salgado M, Moreno-Ramos T, Carreras JL, Matías-Guiu J. Reading difficulties in primary progressive aphasia in a regular language-speaking cohort of patients. Neuropsychologia 2017; 101:132-140. [DOI: 10.1016/j.neuropsychologia.2017.05.018] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2016] [Revised: 05/07/2017] [Accepted: 05/14/2017] [Indexed: 11/30/2022]
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17
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Joyal M, Brambati SM, Laforce RJ, Montembeault M, Boukadi M, Rouleau I, Macoir J, Joubert S, Fecteau S, Wilson MA. The Role of the Left Anterior Temporal Lobe for Unpredictable and Complex Mappings in Word Reading. Front Psychol 2017; 8:517. [PMID: 28424650 PMCID: PMC5380751 DOI: 10.3389/fpsyg.2017.00517] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2016] [Accepted: 03/21/2017] [Indexed: 11/13/2022] Open
Abstract
The anterior temporal lobes (ATLs) have been consistently associated with semantic processing which, in turn, has a key role in reading aloud single words. This study aimed to investigate (1) the reading abilities in patients with the semantic variant of primary progressive aphasia (svPPA), and (2) the relationship between gray matter (GM) volume of the left ATL and word reading performance using voxel-based morphometry (VBM). Three groups of participants (svPPA, Alzheimer’s Disease, AD and healthy elderly adults) performed a reading task with exception words, regular words and pseudowords, along with a structural magnetic resonance imaging scan. For exception words, the svPPA group had a lower accuracy and a greater number of regularization errors as compared to the control groups of healthy participants and AD patients. Similarly, for regular words, svPPA patients had a lower accuracy in comparison with AD patients, and a greater number of errors related to complex orthography-to-phonology mappings (OPM) in comparison to both control groups. VBM analyses revealed that GM volume of the left ATL was associated with the number of regularization errors. Also, GM volume of the left lateral ATL was associated with the number of errors with complex OPM during regular word reading. Our results suggest that the left ATL might play a role in the reading of exception words, in accordance with its role in semantic processing. Results further support the involvement of the left lateral ATL in combinatorial processes, including the integration of semantic and phonological information, for both exception and regular words.
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Affiliation(s)
- Marilyne Joyal
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada.,Centre Interdisciplinaire de Recherche en Réadaptation et Intégration Sociale and Département de Réadaptation, Université Laval, Québec CityQC, Canada
| | - Simona M Brambati
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Robert J Laforce
- Clinique Interdisciplinaire de Mémoire, Centre Hospitalier Universitaire de Québec and Département des Sciences Neurologiques, Université Laval, Québec CityQC, Canada
| | - Maxime Montembeault
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Mariem Boukadi
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Isabelle Rouleau
- Centre de Recherche du Centre Hospitalier de l'Université de Montréal, Axe Neurosciences et Département de Psychologie, Université du Québec à Montréal, MontréalQC, Canada
| | - Joël Macoir
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada
| | - Sven Joubert
- Centre de Recherche de l'Institut Universitaire de Gériatrie and Département de Psychologie, Université de Montréal, MontréalQC, Canada
| | - Shirley Fecteau
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada.,Centre Interdisciplinaire de Recherche en Réadaptation et Intégration Sociale and Département de Réadaptation, Université Laval, Québec CityQC, Canada
| | - Maximiliano A Wilson
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Québec CityQC, Canada
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Age of acquisition and imageability norms for base and morphologically complex words in English and in Spanish. Behav Res Methods 2016; 48:349-65. [PMID: 25939978 DOI: 10.3758/s13428-015-0579-y] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The extent to which processing words involves breaking them down into smaller units or morphemes or is the result of an interactive activation of other units, such as meanings, letters, and sounds (e.g., dis-agree-ment vs. disagreement), is currently under debate. Disentangling morphology from phonology and semantics is often a methodological challenge, because orthogonal manipulations are difficult to achieve (e.g., semantically unrelated words are often phonologically related: casual-casualty and, vice versa, sign-signal). The present norms provide a morphological classification of 3,263 suffixed derived words from two widely spoken languages: English (2,204 words) and Spanish (1,059 words). Morphologically complex words were sorted into four categories according to the nature of their relationship with the base word: phonologically transparent (friend-friendly), phonologically opaque (child-children), semantically transparent (habit-habitual), and semantically opaque (event-eventual). In addition, ratings were gathered for age of acquisition, imageability, and semantic distance (i.e., the extent to which the meaning of the complex derived form could be drawn from the meaning of its base constituents). The norms were completed by adding values for word frequency; word length in number of phonemes, letters, and syllables; lexical similarity, as measured by the number of neighbors; and morphological family size. A series of comparative analyses from the collated ratings for the base and derived words were also carried out. The results are discussed in relation to recent findings.
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Lexico-semantic effects on word naming in Persian: does age of acquisition have an effect? Mem Cognit 2016; 43:298-313. [PMID: 25324046 DOI: 10.3758/s13421-014-0472-4] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The age of acquisition (AoA) of a word has an effect on skilled reading performance. According to the arbitrary-mapping (AM) hypothesis, AoA effects on word naming are a consequence of arbitrary mappings between input and output in the lexical network. The AM hypothesis predicts that effects of AoA will be observed when words have unpredictable orthography-to-phonology (OP) mappings. The Persian writing system is characterized by a degree of consistency between OP mappings, making words transparent. However, the omission of vowels in the script used by skilled readers makes the OP mappings of many words unpredictable or opaque. In this study, we used factor analysis to test which lexico-semantic variables, including AoA, predict the reading aloud of monosyllabic Persian words with different spelling transparencies (transparent or opaque). Linear mixed-effect regression analysis revealed that a Lexical factor (loading on word familiarity, spoken frequency, and written frequency) and a Semantic factor (loading on AoA, imageability, and familiarity) significantly predict word-naming latencies in Persian. Further analysis revealed a significant interaction between AoA and transparency, with larger effects of AoA for opaque than for transparent words and a significant interaction between imageability and AoA on reading opaque words; that is, AoA effects are more pronounced for low-imageability opaque words than for high-imageability opaque words. Interactions between these factors and spelling transparency suggest that late-acquired opaque words receive greater input from the semantic reading route. Implications for understanding the AoA effects on word naming in Persian are discussed.
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Kwok RKW, Cuetos F, Avdyli R, Ellis AW. Reading and lexicalization in opaque and transparent orthographies: Word naming and word learning in English and Spanish. Q J Exp Psychol (Hove) 2016; 70:2105-2129. [PMID: 27609455 DOI: 10.1080/17470218.2016.1223705] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Do skilled readers of opaque and transparent orthographies make differential use of lexical and sublexical processes when converting words from print to sound? Two experiments are reported, which address that question, using effects of letter length on naming latencies as an index of the involvement of sublexical letter-sound conversion. Adult native speakers of English (Experiment 1) and Spanish (Experiment 2) read aloud four- and seven-letter high-frequency words, low-frequency words, and nonwords in their native language. The stimuli were interleaved and presented 10 times in a first testing session and 10 more times in a second session 28 days later. Effects of lexicality were observed in both languages, indicating the deployment of lexical representations in word naming. Naming latencies to both words and nonwords reduced across repetitions on Day 1, with those savings being retained to Day 28. Length effects were, however, greater for Spanish than English word naming. Reaction times to long and short nonwords converged with repeated presentations in both languages, but less in Spanish than in English. The results support the hypothesis that reading in opaque orthographies favours the rapid creation and use of lexical representations, while reading in transparent orthographies makes more use of a combination of lexical and sublexical processing.
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Affiliation(s)
| | - Fernando Cuetos
- b Department of Psychology , University of Oviedo , Oviedo , Spain
| | - Rrezarta Avdyli
- b Department of Psychology , University of Oviedo , Oviedo , Spain
| | - Andrew W Ellis
- c Department of Psychology , University of York , York , UK
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Ricketts J, Davies R, Masterson J, Stuart M, Duff FJ. Evidence for semantic involvement in regular and exception word reading in emergent readers of English. J Exp Child Psychol 2016; 150:330-345. [PMID: 27416563 DOI: 10.1016/j.jecp.2016.05.013] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2015] [Revised: 05/17/2016] [Accepted: 05/25/2016] [Indexed: 11/29/2022]
Abstract
We investigated the relationship between semantic knowledge and word reading. A sample of 27 6-year-old children read words both in isolation and in context. Lexical knowledge was assessed using general and item-specific tasks. General semantic knowledge was measured using standardized tasks in which children defined words and made judgments about the relationships between words. Item-specific knowledge of to-be-read words was assessed using auditory lexical decision (lexical phonology) and definitions (semantic) tasks. Regressions and mixed-effects models indicated a close relationship between semantic knowledge (but not lexical phonology) and both regular and exception word reading. Thus, during the early stages of learning to read, semantic knowledge may support word reading irrespective of regularity. Contextual support particularly benefitted reading of exception words. We found evidence that lexical-semantic knowledge and context make separable contributions to word reading.
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Affiliation(s)
- Jessie Ricketts
- Royal Holloway, University of London, Egham Hill, Egham, Surrey TW20 0EX, UK.
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Marful A, Gómez-Ariza CJ, Barbón A, Bajo T. Forgetting "Novel" but Not "Dragon": The Role of Age of Acquisition on Intentional and Incidental Forgetting. PLoS One 2016; 11:e0155110. [PMID: 27163698 PMCID: PMC4862635 DOI: 10.1371/journal.pone.0155110] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2015] [Accepted: 04/25/2016] [Indexed: 11/18/2022] Open
Abstract
Two experiments studied how the age at which words are acquired (Age of Acquisition, AoA) modulates forgetting. Experiment 1 employed the retrieval-practice paradigm to test the effect of AoA on the incidental forgetting that emerges after solving competition during retrieval (i.e., retrieval-induced forgetting, RIF). Standard RIF appeared with late-acquired words, but this effect disappeared with early-acquired words. Experiment 2 evaluated the effect of AoA on intentional forgetting by employing the list-method directed forgetting paradigm. Results showed a standard directed forgetting effect only when the to-be-forgotten words were late-acquired words. These findings point to the prominent role of AoA in forgetting processes.
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Affiliation(s)
| | | | - Analía Barbón
- International University of La Rioja, Logroño, Spain
| | - Teresa Bajo
- Mind, Brain and Behavior Research Center, University of Granada, Granada, Spain
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Taylor JSH, Duff FJ, Woollams AM, Monaghan P, Ricketts J. How Word Meaning Influences Word Reading. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2015. [DOI: 10.1177/0963721415574980] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Understanding how we read is a fundamental question for psychology, with critical implications for education. Studies of word reading tend to focus on the mappings between the written and spoken forms of words. In this article, we review evidence from developmental, neuroimaging, neuropsychological, and computational studies that show that knowledge of word meanings is inextricably involved in word reading. Consequently, models of reading must better specify the role of meaning in skilled reading and its acquisition. Further, our review paves the way for educationally realistic research to confirm whether explicit teaching of oral vocabulary improves word reading.
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Affiliation(s)
- J. S. H. Taylor
- Department of Psychology, Royal Holloway, University of London
| | - Fiona J. Duff
- Department of Experimental Psychology, University of Oxford
| | | | | | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London
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Abstract
Subjective estimations of age of acquisition (AoA) for a large pool of Spanish words were collected from college students in Spain. The average score for each word (based on 50 individual responses, on a scale from 1 to 11) was taken as an AoA indicator, and normative values for a total of 7,039 single words are provided as supplemental materials. Beyond its intrinsic value as a standalone corpus, the largest of its kind for Spanish, the value of the database is enhanced by the fact that it contains most of the words that are currently included in other normative studies, allowing for a more complete characterization of the lexical stimuli that are usually employed in studies with Spanish-speaking participants. The norms are available for downloading as supplemental materials with this article.
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Norms for name agreement, familiarity, subjective frequency, and imageability for 348 object names in Tunisian Arabic. Behav Res Methods 2015; 48:585-99. [DOI: 10.3758/s13428-015-0602-3] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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28
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Campo P, Poch C, Toledano R, Igoa JM, Belinchón M, García-Morales I, Gil-Nagel A. Visual object naming in patients with small lesions centered at the left temporopolar region. Brain Struct Funct 2014; 221:473-85. [DOI: 10.1007/s00429-014-0919-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2014] [Accepted: 10/15/2014] [Indexed: 10/24/2022]
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Germano GD, Reilhac C, Capellini SA, Valdois S. The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children. Front Psychol 2014; 5:1169. [PMID: 25352822 PMCID: PMC4196516 DOI: 10.3389/fpsyg.2014.01169] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2014] [Accepted: 09/26/2014] [Indexed: 11/13/2022] Open
Abstract
Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with developmental dyslexia and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme, and syllable blending) and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy). Results show that Brazilian Portuguese children with developmental dyslexia are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese population of children with developmental dyslexia. Two subsets of children with developmental dyslexia were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in children with developmental dyslexia whatever their language orthography transparency.
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Affiliation(s)
- Giseli D Germano
- Investigation Learning Disabilities Laboratory, Department of Speech and Hearing Sciences, São Paulo State University Marília, Brazil
| | - Caroline Reilhac
- Department of Cognitive Science, Johns Hopkins University Baltimore, MD, USA
| | - Simone A Capellini
- Investigation Learning Disabilities Laboratory, Department of Speech and Hearing Sciences, São Paulo State University Marília, Brazil
| | - Sylviane Valdois
- Centre National de la Recherche Scientifique, UMR 5105 Grenoble, France ; Laboratoire de Psychologie and Neurocognition, Université Grenoble Alpes Grenoble, France
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Davies R, Wilson M, Cuetos F, Burani C. Reading in Spanish and Italian: Effects of Age of Acquisition in Transparent Orthographies? Q J Exp Psychol (Hove) 2014; 67:1808-25. [DOI: 10.1080/17470218.2013.872155] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Despite the similar transparency of their orthographies, reading in Italian has been found to be affected by frequency but not age of acquisition (AoA) [Barca, L., Burani, C., & Arduino, L. S. (2002). Word naming times and psycholinguistic norms for Italian nouns. Behaviour Research Methods, Instruments and Computers, 34, 424–434] while reading in Spanish is affected by AoA but not frequency [Cuetos, F., & Barbón, A. (2006). Word naming in Spanish. European Journal of Cognitive Psychology, 18, 415–436]. We examined this cross-linguistic difference, firstly, through a reanalysis of the Italian and Spanish reading latencies. After eliminating several between-experiment differences, we replicated the AoA effect in Spanish but not in Italian and the frequency effect in Italian but not in Spanish. The cross-linguistic comparison could not equate stimulus imageability; therefore, secondly, we compared the Italian reading latencies with new Spanish reading latencies for imageability-matched words. We found frequency effects but neither an AoA effect nor a language by AoA interaction. We argue that the previously reported cross-linguistic difference in the AoA effect resulted from a between-study difference in stimulus imageability. More imageable words induced more semantic involvement in reading, yielding an AoA effect in Spanish.
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Affiliation(s)
- Rob Davies
- Department of Psychology, Social Work and Public Health, Oxford Brookes University, Oxford, UK
| | - Maximiliano Wilson
- Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec and Département de Réadaptation, Université Laval, Quebec City, Quebec, Canada
- Institute for Cognitive Sciences and Technologies, National Research Council, Rome, Italy
| | | | - Cristina Burani
- Institute for Cognitive Sciences and Technologies, National Research Council, Rome, Italy
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Urooj U, Cornelissen PL, Simpson MIG, Wheat KL, Woods W, Barca L, Ellis AW. Interactions between visual and semantic processing during object recognition revealed by modulatory effects of age of acquisition. Neuroimage 2013; 87:252-64. [PMID: 24212056 DOI: 10.1016/j.neuroimage.2013.10.058] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2013] [Revised: 09/29/2013] [Accepted: 10/25/2013] [Indexed: 10/26/2022] Open
Abstract
The age of acquisition (AoA) of objects and their names is a powerful determinant of processing speed in adulthood, with early-acquired objects being recognized and named faster than late-acquired objects. Previous research using fMRI (Ellis et al., 2006. Traces of vocabulary acquisition in the brain: evidence from covert object naming. NeuroImage 33, 958-968) found that AoA modulated the strength of BOLD responses in both occipital and left anterior temporal cortex during object naming. We used magnetoencephalography (MEG) to explore in more detail the nature of the influence of AoA on activity in those two regions. Covert object naming recruited a network within the left hemisphere that is familiar from previous research, including visual, left occipito-temporal, anterior temporal and inferior frontal regions. Region of interest (ROI) analyses found that occipital cortex generated a rapid evoked response (~75-200 ms at 0-40 Hz) that peaked at 95 ms but was not modulated by AoA. That response was followed by a complex of later occipital responses that extended from ~300 to 850 ms and were stronger to early- than late-acquired items from ~325 to 675 ms at 10-20 Hz in the induced rather than the evoked component. Left anterior temporal cortex showed an evoked response that occurred significantly later than the first occipital response (~100-400 ms at 0-10 Hz with a peak at 191 ms) and was stronger to early- than late-acquired items from ~100 to 300 ms at 2-12 Hz. A later anterior temporal response from ~550 to 1050 ms at 5-20 Hz was not modulated by AoA. The results indicate that the initial analysis of object forms in visual cortex is not influenced by AoA. A fastforward sweep of activation from occipital and left anterior temporal cortex then results in stronger activation of semantic representations for early- than late-acquired objects. Top-down re-activation of occipital cortex by semantic representations is then greater for early than late acquired objects resulting in delayed modulation of the visual response.
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Affiliation(s)
- Uzma Urooj
- Department of Psychology, University of York, York, UK; York Neuroimaging Centre, University of York, York, UK
| | | | | | - Katherine L Wheat
- Department of Cognitive Neuroscience, Maastricht University, The Netherlands
| | - Will Woods
- Brain and Psychological Sciences Research Centre, Swinburne University of Technology, Victoria, Australia
| | - Laura Barca
- Institute for Cognitive Sciences and Technologies, National Research Council (CNR), Rome, Italy
| | - Andrew W Ellis
- Department of Psychology, University of York, York, UK; York Neuroimaging Centre, University of York, York, UK.
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Effects of the psycholinguistic variables on the lexical decision task in Spanish: A study with 2,765 words. Behav Res Methods 2013; 46:517-25. [DOI: 10.3758/s13428-013-0383-5] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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