Limits upon Orthographic Knowledge Due to Processes Indexed by Naming Speed

Bowers, Patricia Greig; Golden, Jonathan; Kennedy, Allison; Young, Arlene

doi:10.1007/978-94-017-3492-9_6

Cited by 104 publications

(61 citation statements)

References 57 publications

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“…However, the relation between naming speed and reading fluency is not yet fully clear. Bowers, Golden, Kennedy & Young (1994) hypothesized that slow-naming speed could be due to slowness in letter recognition interfering with a faster assembly of orthographic patterns. Reading may then be slow due to a lag in grapheme-phoneme conversion and the unavailability of orthographic representations that would allow direct word recognition.…”

Section: Behavioral Resultsmentioning

confidence: 99%

Naming Abilities and Orthographic Recognition during Childhood an Event-Related Brain Potentials Study

Gómez-Velázquez¹,

González-Garrido

Vega-Gutiérrez³

2013

IJPS

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Children with reading disabilities or dyslexia, commonly suffer disturbances in phonological awareness, slow-naming speed, and delayed automatic word recognition. A close relation between naming speed and reading difficulties has been well documented; hence, the former could be a useful early predictor of dyslexia. Reading disabled children usually show orthographic problems, but the neurophysiological basis underlying the detection of orthographic violations is still unclear. In this study, 28 healthy, right-handed, second-grade children were selected from a wider screening study and divided into two groups according to their performance on a rapid-naming test battery: slow-naming (SN) and average-naming (AN). Groups were matched by sex, age and school grade, and participants were asked to perform a visual recognition task that consisted of two stimuli: an easily-named drawing followed by a word that either matched (congruent) or did not match (on semantic or orthographic grounds) the drawing. Subjects were instructed to judge the relationship between each pair of stimuli and then press a key on a keyboard while ERP were being recorded. Behavioral results showed significant differences between groups in terms of the number of correct responses, but only for the orthographic violation condition, as no significant differences were observed in reaction times. In addition, SN showed poorer reading performance compared to AN. ERP were significantly different between the two groups during processing of visual words. Results are interpreted as the expression of the difficulties that SN manifested in generating strong associations between phonological and orthographic word forms.

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Section: Behavioral Resultsmentioning

confidence: 99%

Naming Abilities and Orthographic Recognition during Childhood an Event-Related Brain Potentials Study

Gómez-Velázquez¹,

González-Garrido

Vega-Gutiérrez³

2013

IJPS

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“…The order of the language to be used was counterbalanced across participants. The RAN test (Denckla & Rudel, 1974) is assumed to measure the ability to access and retrieve phonological representations from long-term memory (e.g., Torgesen, Wagner, Rashotte, Burgess, & Hecht, 1997;Wagner & Torgesen, 1987) as well as the ability to form orthographic representations (Bowers, Sunseth, & Golden, 1999;Bowers, Golden, Kennedy, & Young, 1994).…”

Section: Ran Testmentioning

confidence: 99%

Brain Circuit for Cognitive Control Is Shared by Task and Language Switching

Baene

Duyck

Braß

et al. 2015

Journal of Cognitive Neuroscience

156

117

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Abstract■ Controlling multiple languages during speech production is believed to rely on functional mechanisms that are (at least partly) shared with domain-general cognitive control in early, highly proficient bilinguals. Recent neuroimaging results have indeed suggested a certain degree of neural overlap between language control and nonverbal cognitive control in bilinguals. However, this evidence is only indirect. Direct evidence for neural overlap between language control and nonverbal cognitive control can only be provided if two prerequisites are met: Language control and nonverbal cognitive control should be compared within the same participants, and the task requirements of both conditions should be closely matched. To provide such direct evidence for the first time, we used fMRI to examine the overlap in brain activation between switch-specific activity in a linguistic switching task and a closely matched nonlinguistic switching task, within participants, in early, highly proficient Spanish-Basque bilinguals. The current findings provide direct evidence that, in these bilinguals, highly similar brain circuits are involved in language control and domaingeneral cognitive control. ■

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“…One theoretical explanation for the RAN-reading relationship, that is currently discussed, is that RAN is a reflection of orthographic processing (Bowers, Golden, Kennedy, & Young, 1994;Bowers & Newby-Clark, 2002;Conrad, & Levy, 2007;Manis, Seidenberg, & Doi, 1999). According to this view, the build-up of an efficient orthographic lexicon depends on the precise integration of visual information about letter sequences in words.…”

Section: Cognitive Predictors Of Literacy Skillsmentioning

confidence: 99%