Color makes a difference: Two-dimensional object naming in literate and illiterate subjects

Reis, Alexandra; Faísca, Luis; Ingvar, Martin; Petersson, Karl Magnus

doi:10.1016/j.bandc.2005.09.012

Cited by 73 publications

(59 citation statements)

References 24 publications

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“…In contrast to illiterate subjects, our dyslexic study population has at least theoretically practiced as much as normal readers on coding and decoding two-dimensional representations in terms of figurative and symbolic representations of objects, and thus it seems less likely that our results can be explained by an analogy with illiterate subjects. Note that in this case, dyslexics should have been different from normal readers on B&W drawings, as was the case for the illiterate and literate subjects studied by Reis, Faísca, Ingvar, and Petersson (2006).…”

Section: Discussionmentioning

confidence: 88%

Object Naming in Dyslexic Children: More Than a Phonological Deficit

Araújo

Faísca

Bramão

et al. 2011

The Journal of General Psychology

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ABSTRACT. In the present study, the authors investigate how some visual factors related to early stages of visual-object naming modulate naming performance in dyslexia. The performance of dyslexic children was compared with 2 control groups-normal readers matched for age and normal readers matched for reading level-while performing a discrete naming task in which color and dimensionality of the visually presented objects were manipulated. The results showed that 2-dimensional naming performance improved for color representations in control readers but not in dyslexics. In contrast to control readers, dyslexics were also insensitive to the stimulus's dimensionality. These findings are unlikely to be explained by a phonological processing problem related to phonological access or retrieval but suggest that dyslexics have a lower capacity for coding and decoding visual surface features of 2-dimensional representations or problems with the integration of visual information stored in long-term memory. This work was

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Section: Discussionmentioning

confidence: 88%

Object Naming in Dyslexic Children: More Than a Phonological Deficit

Araújo

Faísca

Bramão

et al. 2011

The Journal of General Psychology

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“…In part B, the subgroup 66-80/AES showed longer times than the 66-80/HES in all trials (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12). The subgroup 66-80/AES showed longer times than the 50-65/AES in all trials (1-12) (p < 0.01 for all comparisons).…”

Section: Age and Education Differencesmentioning

confidence: 84%

Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school

Voos

Piemonte

Caromano

et al. 2017

Arq. Neuro-Psiquiatr.

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ARTICLEEducational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school Impacto da escolaridade na aprendizagem de uma tarefa cognitivo-motora em idosos: cursar a faculdade fornece maior efeito protetor contra o envelhecimento do que cursar o ensino médio were subdivided into average (6-11years of education) and higher education (12-17 years). They received two training sessions (session 1: eight repetitions, session 2: four repetitions), with a one week-interval between them. The Timed Up and Go (TUG) test was performed before and after the training. Results: Volunteers with an average education showed longer times on the WEFT than those with a higher education. Older adults showed lower retention than middle-aged adults (p < 0.001). The TUG was faster after the WEFT training (p < 0.001). Conclusion: The impact of education was observed when locomotion was associated with cognitive tasks. Average education resulted in poorer performance and learning than higher education, mainly in older adults. Gait speed increased after training.Keywords: cognition; aging; evaluation; executive function; locomotion; visual perception. RESUMO

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“…The initial pool of stimuli consisted of 220 photos of common objects. Some were selected from the Focus Multimedia CD Photo Library, some from the set of Reis and colleagues (Reis, Faísca, Ingvar, & Petersson, 2006), and some via an Internet image search using the Google search engine. An independent group of 30 participants named and rated the initial set of objects according to prototypicality, familiarity, visual ambiguity, visual complexity, and color diagnosticity.…”

Section: Methodsmentioning

confidence: 99%

Electrophysiological evidence for colour effects on the naming of colour diagnostic and noncolour diagnostic objects

et al. 2012

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In this study, we investigated the level of visual processing at which surface color information improves the recognition of color diagnostic and non-color diagnostic objects. Continuous electroencephalograms were recorded while participants performed a visual object naming task in which colored and black-and-white versions of both types of objects were presented. The blackand-white and the color presentations were compared in two groups of event-related potentials (ERPs): (1) the P1 and N1 components, indexing early visual processing; and (2) the N400 component, which index late visual processing. A color effect was observed in the P1 and N1 components, for both color and non-color diagnostic objects. In addition, for color diagnostic objects, a color effect was observed in the N400 component. These results suggest that color information is important for the recognition of color and non-color diagnostic objects at different levels of visual processing. It thus appears that the visual system uses color information, during recognition of both object types, at early visual stages; however for the color diagnostic objects recognition, color information is also recruited during the late visual processing stages. ACKNOWLEDGMENTS

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Color makes a difference: Two-dimensional object naming in literate and illiterate subjects

Cited by 73 publications

References 24 publications

Object Naming in Dyslexic Children: More Than a Phonological Deficit

Object Naming in Dyslexic Children: More Than a Phonological Deficit

Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school

Electrophysiological evidence for colour effects on the naming of colour diagnostic and noncolour diagnostic objects

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