The impact of alphabetic literacy on the perception of speech sounds

Kolinsky, Régine; Navas, Ana Luiza; Paula, Fraulein Vidigal de; Brito, Nathalia Ribeiro de; Botecchia, Larissa de Medeiros; Bouton, Sophie; Serniclaes, Willy

doi:10.1016/j.cognition.2021.104687

Cited by 13 publications

(19 citation statements)

References 53 publications

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“…8 lexical category and hence should fail to trigger learning. Interestingly, such a prediction from the Kolinsky et al (2021) results is in contrast with the findings of a study by McQueen, Tyler, and Cutler (2012), who used the perceptual learning paradigm with a group of pre-literate and literate children (aged around 6 and 12, respectively). In order to make the procedure more child-friendly, they made two changes.…”

Section: Perceptual Learning and Reading Acquisitioncontrasting

confidence: 94%

“…Let us consider how reading experience could influence perceptual learning. Such a prediction follows directly from the claim-as made by Kolinsky et al (2021)-that reading experience leads to better defined pre-lexical phonological representations. Note that perceptual learning relies on the perceiver to "notice"-the quotation marks here are meant to indicate that it is not a conscious noticing-a difference between the modified, ambiguous input and the pre-lexical phonological representation.…”

Section: Perceptual Learning and Reading Acquisitionmentioning

confidence: 88%

“…If such segment-sized units are functional in spoken-word recognition, then learning to read (i.e. learning to map 'orthographic segments onto speech') may change spoken-word recognition by changing the phonological representations of words (Kolinsky et al, 2021). In other words it is conceivable that orthographic experience directly shapes the representational structure of the spoken word-recognition system.…”

Section: Discussionmentioning

confidence: 99%

“…Kolinsky and colleagues for example argue that reading acquisition does not change categorical perception of speech sounds, though they propose that literacy exerts its influence on categorical precision. Kolinsky et al (2021) performed identification and discriminations task with a Does learning to read influence speech perception? 6 voicing continuum (/de/-/te/) with Brazilian literate and illiterate adults as well as Grade 2 children (around 8 years of age).…”

Section: Reading-induced Phonological Restructuringmentioning

confidence: 99%

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Does learning to read change the perception of speech? Evidence from perceptual recalibration of speech sounds in adult illiterates, semi-literates, and literates of Tamil

Mitterer

Arunkumar

Paridon

et al. 2021

Preprint

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How do different levels of representation interact in the mind? Key evidence for answering this question comes from experimental work that investigates the influence of knowledge of written language on spoken language processing. Here we tested whether learning orthographic representations (through reading) influences pre-lexical phonological representations in spoken-word recognition using a perceptual learning paradigm. Perceptual learning is well suited to reveal differences in pre-lexical representations that might be caused by learning to read because it requires the functional use of pre-lexical representations in order to generalize a learning experience. In a large-scale behavioural study in Chennai, India, 97 native speakers of Tamil with varying reading experience (from completely illiterate to highly literate) participated. In marked contrast to their performance in other cognitive tasks, even completely illiterate participants showed a perceptual learning effect that was not moderated by reading experience. This finding suggests that pre-lexical phonological representations are not substantially changed by learning to read and thus poses important constraints for the debate about the degree of interactivity between different levels of representations during human information processing.

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Section: Perceptual Learning and Reading Acquisitioncontrasting

confidence: 94%

Section: Perceptual Learning and Reading Acquisitionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Reading-induced Phonological Restructuringmentioning

confidence: 99%

See 2 more Smart Citations

Does learning to read change the perception of speech? Evidence from perceptual recalibration of speech sounds in adult illiterates, semi-literates, and literates of Tamil

Mitterer

Arunkumar

Paridon

et al. 2021

Preprint

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“…By introducing the orthographic code into the language system, this code could interfere with the existing language representations at several levels. For instance, it could lead to a reduction of the grain size of phonological representations (Goswami et al, 2005), a better specification of phoneme boundaries (Kolinsky et al, 2021), a modulation of the activation threshold of spoken words (Muneaux and Ziegler, 2004) or a transformation of phonological into 'phonographic' representations (Pattamadilok et al, 2014). Although these two mechanisms have mainly been examined in adult populations, one could reasonably assume that at the very beginning of reading acquisition when children learn to match sublexical speech units with the orthographic code, the online co-activation mechanism might play the most prominent role.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Orthographic Transparency on Auditory Word Recognition Across the Development of Reading Proficiency

Bakhtiar

Mokhlesin²,

Pattamadilok³

et al. 2021

Front. Psychol.

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A question under debate in psycholinguistics is the nature of the relationship between spoken and written languages. Although it has been extensively shown that orthographic transparency, which varies across writing systems, strongly affects reading performance, its role in speech processing is much less investigated. The present study addressed this issue in Persian, whose writing system provides a possibility to assess the impact of orthographic transparency on spoken word recognition in young children at different stages of reading acquisition. In Persian, the long vowels are systematically present in the script, whereas the spelling correspondence of short vowels is progressively omitted from the script in the course of reading acquisition, thus, turning transparent into opaque spelling. Based on this unique characteristic, we tested 144 monolingual Persian-speaking nonreaders (i.e., preschoolers) and readers (second graders to fifth graders and young adults) in an auditory lexical decision task using transparent and opaque words. Overall, the results showed that, in accordance with the fact that the diacritics of short vowels are progressively omitted during the second year of schooling, the stimuli containing short vowels (opaque words) were recognized more slowly than transparent ones in third graders. Interestingly, there is a hint that the emergence of the transparency effect in the third graders was associated with an overall slower recognition speed in this group compared to their younger peers. These findings indicate that learning opaque spelling-sound correspondence might not only generate interference between the two language codes but also induce a general processing cost in the entire spoken language system.

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