reading Flashcards
what is lexical reading
reading words we already know
what is non lexical reading
reading words you do not know
what is the dual route model of reading
mental lexicon (dictionary) - visual analysis system - non lexical procedure - speech
more complex dual model of reading
contains 3 main paths
1: READING WITH MEANING semantic sys - visual input lexicon - speech output lexicon
2: READING NO MEANING visual input lexicon - speech output lexicon
3: NON LEXICAL ROUTE visual analysis sys - grapheme phoneme conversion - speech
case of WLP
-reading without meaning
-62 yr old lady, progressive senile dementia
-could mime use of objects (meaning/semantic sys preservd)
-poor performance sorting words to categories
-could read irregular words aloud (has memory connection present)
alexia =
cannot read at all
what is the lexical decision task
-series of letter on screen
-if english press A, if not press L
-recognition of english words slower than non words
-important how non words were created, effects recognition of real words e.g if all non words contain only consonants pp will press A when they see a vowel NOT measuring actual word recognition
word naming RT task
monoghan and ellis
-consistent words = band,grand, hand etc
-inconsistent words = wand
-slower RT for inconsistent word
-if consistent low frequency, both lexical and non lexical pathways activated and lead to same response so processed at high speed
-if inconsistent high frequency, response still fast
-if inconsistent and low frequency, slow processing and creates conflict in 2 pathways (lexical and non lexical) creating longer processing times
length effects for non words
lavidor and ellis
-word on LVF/RH = faster RT,processes sequentially, letter by letter so we see word length effect
-word on RVF/LH = processes word at once, processes first and last letter, then middle
dehaene et al 3 pathways modified by reading
1.early visual sys
2.ventral visual pathway
3.phonological coding sys
neuroscience of reading
-reading changes anatomy of brain
-we cannot unlearn reading
-brain not evolved to read/write
is reading automatic or conscious
both
what skills does learning to read depend on
-fine visual skills
-constant use of these skills when reading may improve visual processing
evidence for reading improving visual processing
literate adults:
-enhanced early occipital EPRs
-repetition suppression
-faster discrimination of similar looking stimuli
-better at discriminating stimuli e.g the bottom half of face or houses
explanation for reading improving visual processing
-readers process combinations of small group symbols in small print millions of times
-this training has ability to change sensitivity of V1, V3 and V4 areas of brain
ventral visual pathway
-learning to read and write has morphological transformations and impacts processing of stimuli
-impacts how brain performs when stimulated
what is the visual word form area
VWFA
-area in brain where language centre is, for most its in LH
-illiterate pp LH see letter strings and no activiation here but huge activation for recognising faces
-literate pp LH see word strings and have activation here and less recognition of faces than illiterate pp
-illiterate pp RH no activation with letter strings but activation for faces
-literate pp RH less activation for letter strings but more activiation for faces than LH but still worse than illiterate pp
specialisation of VWFA
occurs rapidly
-2/3 yrs after learning to read
-few weeks in 6 yrs olds when computer training to match letters to sounds
-few days in adults due to brain plasticity
-involved in identiication of orthographic stimuli
bottom up specialisation of VWFA
VWFA comprises tuned cells for letters, morphemes and short words that activate meaning
top down specialisation of VWFA
orthographic tuning only apparent where non orthographic code is involved in its activation
VWFA and blind people
VWFA responds when blind people read in braille
-supports literacy acquistion in any modality
does spoken word processing lead to automatic activiation of orthograohic representations
yes
-literate indiv show strong activation of VWFA at rhyme judgement tasks
-activation is higher when ryhmes conflict e.g mint and pint
(indicates top down activation)
