Orthographic effects in spoken language: On-line activation or phonological restructuring?

Perre, Laetitia; Pattamadilok, Chotiga; Montant, Marie; Ziegler, Johannes C.

doi:10.1016/j.brainres.2009.04.018

Cited by 96 publications

(106 citation statements)

References 40 publications

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“…When the subjects in this imaging experiment listened to spoken words, literacy was associated with substantially greater activation in the planum temporally, an area involved in phonological coding, and in the occipito-temporal regions that analyse visual word forms. This is consistent with other evidence that learning to read restructures our representations of spoken words [14]. After learning to read we segment spoken language into different units, and we not only hear, we also see, spoken words-they activate visual areas of the brain.…”

Section: Readingsupporting

confidence: 90%

Grist and mills: on the cultural origins of cultural learning

Heyes

2012

Phil. Trans. R. Soc. B

200

122

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Cumulative cultural evolution is what 'makes us odd'; our capacity to learn facts and techniques from others, and to refine them over generations, plays a major role in making human minds and lives radically different from those of other animals. In this article, I discuss cognitive processes that are known collectively as 'cultural learning' because they enable cumulative cultural evolution. These cognitive processes include reading, social learning, imitation, teaching, social motivation and theory of mind. Taking the first of these three types of cultural learning as examples, I ask whether and to what extent these cognitive processes have been adapted genetically or culturally to enable cumulative cultural evolution. I find that recent empirical work in comparative psychology, developmental psychology and cognitive neuroscience provides surprisingly little evidence of genetic adaptation, and ample evidence of cultural adaptation. This raises the possibility that it is not only 'grist' but also 'mills' that are culturally inherited; through social interaction in the course of development, we not only acquire facts about the world and how to deal with it (grist), we also build the cognitive processes that make 'fact inheritance' possible (mills).

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Section: Readingsupporting

confidence: 90%

Grist and mills: on the cultural origins of cultural learning

Heyes

2012

Phil. Trans. R. Soc. B

200

122

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“…These findings receive additional support from a recent highdensity EEG study that investigated orthographic consistency effects in a spoken word recognition task (Perre et al, 2009). The authors observed a larger negative-going potential for inconsistent relative to consistent words.…”

Section: Discussionsupporting

confidence: 56%

How Does Learning to Read Affect Speech Perception?

Pattamadilok¹,

Knierim

Duncan³

et al. 2010

Journal of Neuroscience

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Behavioral studies have demonstrated that learning to read and write affects the processing of spoken language. The present study investigates the neural mechanism underlying the emergence of such orthographic effects during speech processing. Transcranial magnetic stimulation (TMS) was used to tease apart two competing hypotheses that consider this orthographic influence to be either a consequence of a change in the nature of the phonological representations during literacy acquisition or a consequence of online coactivation of the orthographic and phonological representations during speech processing. Participants performed an auditory lexical decision task in which the orthographic consistency of spoken words was manipulated and repetitive TMS was used to interfere with either phonological or orthographic processing by stimulating left supramarginal gyrus (SMG) or left ventral occipitotemporal cortex (vOTC), respectively. The advantage for consistently spelled words was removed only when the stimulation was delivered to SMG and not to vOTC, providing strong evidence that this effect arises at a phonological, rather than an orthographic, level. We propose a possible mechanistic explanation for the role of SMG in phonological processing and how this is affected by learning to read.

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“…Future studies should address these issues. However, other studies also found that literacy acquisition seems to facilitate speech comprehension and phonemic processing [69][70][71]. Considering the results at hand and results by Dehaene et al [36] it has to be questioned whether reduced MMN in children and adults with dyslexia [2,3,[29][30][31][32][33] is really a cause for dyslexia or more likely a consequence of abnormal literacy acquisition.…”

Section: Citationmentioning

confidence: 94%

Gaining Mismatch Negativity! Improving Auditory Phoneme Discrimination by Literacy Training ? A Pre-Post Event-Related Potential Study

Schaadt

Pannekamp

Meer

2014

Int J Sch Cog Psychol

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Two of the most important cultural abilities are reading and writing. One can imagine how essential they are for addressing the challenges in everyday life. It is surprising that even in Germany, a highly developed country, there are still about 7.5 million individuals who cannot read or write sufficiently [1]. This large number of individuals without sufficient literal abilities highlights the importance of investigations concerning literacy acquisition in illiterate adults. Further, this special sample can give us more information about the importance of literacy acquisition in generaland its impact on the human brain, and its functions. Auditory phoneme discrimination is one of the most important cognitive abilities for literacy acquisition [2]. It has been shown that successful literacy acquisition is closely related to auditory phoneme discrimination. demonstrated that children with dyslexia show diminished Mismatch Negativity (MMN) in response to phonemes compared to normally developing children. The MMN is the characteristic event-related potential (ERP) marker for auditory phoneme discrimination. We investigated the MMN in illiterates before they took part in a literacy course [4] and did not find a discernible MMN in our illiterate sample. These results support the assumption that literacy acquisition has a great impact on the brain. In addition, they lead to the question whether the MMN in response to phonemes, which is already established in infants [5] and develops further during literacy acquisition, "is lost" in illiterate individuals and whether literacy training might help to enhance auditory phoneme discrimination again. Results would help to improve literacy acquisition in adults and further help to gain insights into the interplay between literacy acquisition and auditory phoneme discrimination. The study at hand aimed to investigate possible changes in auditory phoneme discrimination in illiterates by comparing the MMN before after a one-year literacy course.A person is illiterate if his or her literal abilities are insufficient compared to those abilities that are normally required in the social context a person lives in. Illiteracy is present if adult individuals are not able to read and write sufficiently due to inadequate schooling [4]. Another well-known deficit regarding reading and writing is dyslexia. Familial frequency highlights genetic causes of dyslexia [DSM IV-R] [6]. When contrasting illiteracy and dyslexia, it becomes apparent that illiteracy is mainly caused by a lack of education whereas dyslexia is not. Many studies have investigated phonological awareness in children with and without dyslexia. Phonological awareness refers to "…one´s awareness of and access to the phonology of one´s language…" [7] and is the ability to manipulate and discriminate sounds in syllables and words. It encompasses awareness of the most basic speech units of a language. These basic units include phonemes as well as larger units such as rhymes and syllables. Phonological awareness is highly predic...

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Orthographic effects in spoken language: On-line activation or phonological restructuring?

Cited by 96 publications

References 40 publications

Grist and mills: on the cultural origins of cultural learning

Grist and mills: on the cultural origins of cultural learning

How Does Learning to Read Affect Speech Perception?

Gaining Mismatch Negativity! Improving Auditory Phoneme Discrimination by Literacy Training ? A Pre-Post Event-Related Potential Study

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