Intact and long-lasting repetition priming in amnesia.

In 2 experiments, we evaluated the ability of amnesic patients to exhibit long-lasting perceptual priming after a single exposure to pictures. Ss named pictures as quickly as possible on a single occasion, and later named the same pictures mixed with new pictures. In Experiment 1, amnesic patients exhibited fully intact priming effects lasting at least 7 days. In Experiment 2, the priming effect for both groups was shown to depend on both highly specific visual information and on less visual, more conceptual information. In contrast, recognition memory was severely impaired in the patients, as assessed by both accuracy and response time. The results provide the first report of a long-lasting priming effect in amnesic patients, based on a single encounter, which occurs as strongly in the patients as in normal Ss. Together with other recent findings, the results suggest that long-lasting priming and recognition memory depend on separate brain systems.     

Increased Stroop interference with better second-language reading skill

Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages.     

Speech perception, lexicality, and reading skill

This study examined the interaction between speech perception and lexical information among a group of 7-year-old children, of which 26 were poor readers and 36 were good readers. The children's performance was examined on tasks assessing reading skill, phonological awareness, pseudoword repetition, and phoneme identification. Although good readers showed clearly defined categorical perception in the phoneme identification task for both the /bif/-/pif/ and the /bis/-/pis/ continua, the category boundary for /bif/-/pif/ was at longer VOTs than the boundary for /bis/-/pis/, which characterizes the classic lexicality effect. Poor readers showed less sharply defined categorical perception on both continua. Although poor readers did not show the classic lexicality effect, lexicality did affect the overall rate with which phonemes were identified as /b/ or /p/ at each VOT. These findings suggest that the lexicon may operate as a compensatory mechanism for resolving ambiguities in speech perception. Furthermore, statistical correction for group differences in phoneme identification made group differences in phoneme deletion disappear, suggesting that deficits in speech perception may play a causal role in the phonological core deficit associated with reading failure.     

Increased Stroop interference with better second-language reading skill

Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages.     

The development of automatic word recognition and reading skill

The development of automatic word recognition as a function of reading skill was investigated in three experiments using the Stroop task. Reading skill level ranged from nonreaders to readers above the sixth-grade equivalent. Interference with color naming begins to emerge early in the process of learning to read, increases, and then subsequently decreases. Strings of identical letters delayed color naming for children just beginning to learn to read. The interference from words, presumably reflecting semantic processing, began developing early but did not peak until the second- to fourth-grade reading levels. These different sequences of development of interference in the various stimulus conditions suggest that word recognition is the result of a number of component processes that develop as children acquire skill in reading.     

Differences in semantic encoding as a function of reading comprehension skill

Using a modified Stroop procedure, we examined the extent to which the semantic encoding of a word is governed by the context within which that word appears. Good and poor comprehenders named the color of target words following their reading of either sentences or single words representing the object nouns of the sentences. Target words represented contextually emphasized (appropriate) attributes of the object nouns, nonemphasized (inappropriate) attributes of these nouns, or object attributes not related to these nouns (neutral). For single-word contexts, all subjects exhibited equal semantic interference to appropriate and inappropriate targets, relative to neutral targets. For sentence contexts, however, good comprehenders exhibited semantic interference only to appropriate targets, whereas poor comprehenders again exhibited equal interference to appropriate and inappropriate targets. These findings suggest that differences in comprehension skill may be attributable, at least in part, to fundamental differences in the way in which sentences are semantically encoded.     

Schematic concept formation: psychophysical analysis of early reading skill

The relation between the perception of class structure and reading skill was studied within the context of a schematic concept-formation task. Computer generation techniques were utilized to construct visual pattern-classification problems with controlled levels of inter-class pattern similarity of class discrimination difficulty. Children with reading problems were less efficient in their ability to assign patterns to classes than were children without reading problems. It was possible to assess reliably individual subjects' reading skill on the basis of their ability to perform the task.     

The case for place: Text arrangement and reading skill

To what extent does the reader integrate visual information from one fixation to the next and derive a spatially extended representation of text? Experimental studies of transsaccadic fusion in reading produce conflicting evidence. The results from work on “stepped-text” presentation, in which words appear in a single physical location, have been used to argue that readers secure no advantage from the spatially extended page and that reading may proceed without the computation of spatial coordinates. It is suggested that this conclusion may be inaccurate. A processing decrement is found for materials above a critical level of complexity when presented in a “stepped” mode. This appears to derive from the reader’s need at times to reinspect parts of previously presented text. Reinspections of this kind, which appear to characterize the fluent reader, demand a degree of spatial coding. Two classical issues in the study of perception come together in the study of reading. First, what segments the continuous stimulus flux into discrete perceptible objects? The second is, what is the nature of the control system for eye movements? - Kolers (1983) This research is supported by a grant from the Economic and Social Research Council.     

Segmentation and speech perception in relation to reading skill: a developmental analysis

The present paper examines the processing of speech by dyslexic readers and compares their performance with that of age-matched (CA) and reading-ability-matched (RA) controls. In Experiment 1, subjects repeated single-syllable stimuli (words and nonwords) presented either in a favorable signal-to-noise ratio or with noise masking. Noise affected all subjects to the same extent. Dyslexic children performed as well as controls when repeating high-frequency words, but they had difficulty relative to CA-controls with low-frequency words and relative to both CA- and RA-controls when repeating nonwords. In Experiments 2 and 3, subjects made auditory lexical decisions about the stimuli presented in Experiment 1. Dyslexics performed less well than CA-controls, gaining similar scores to RA-controls. Thus, their difficulty in repeating low-frequency words could be reinterpreted as a difficulty with nonword repetition. Taken together, these results suggest that dyslexics have difficulty with the nonlexical procedures (including phoneme segmentation) involved in verbal repetition. One consequence is that they take longer to consolidate "new" words; verbal memory and reading processes are also compromised.     

Eye movements and phonological parafoveal preview: effects of reading skill.

Eye movements of skilled and less skilled readers were monitored as they read sentences containing a target word. The boundary paradigm was used such that when their eyes crossed an invisible boundary location, a preview word changed to the target word. The preview could either be identical to the target word (beach as a preview for beach), a homophone of the target word (beech as a preview for beach), an orthographic control (bench as a preview for beach), or an unrelated consonant string (jfzrp as a preview for beach). Consistent with prior research, skilled readers obtained more preview benefit from the homophone preview than from the orthographic preview. The less skilled readers, however, did not show such an effect. The results indicate that less skilled readers do not use phonological codes to integrate information across eye movements. Indeed, the results also indicate that less skilled readers do not show normal preview benefit effects.     

Learning of a complex arithmetic skill in amnesia: evidence for a dissociation between compilation and production

Two patients with severe amnesia following rupture of anterior communicating artery aneurysms were able to learn a complex algorithm for mentally squaring two-digit numbers. Although both patients learned the algorithm at a similar rate, one patient's improvement was accounted for by savings in the steps of the algorithm. The other patient, however, showed little improvement in the steps while performance of the whole algorithm improved dramatically. Neither patient showed savings in the Hebb Digit Span procedure. The results suggested a dissociation between amnesics in their capacity to learn the constituent "productions" or steps of a skill and their capacity to organize those productions into a single coherent act.     

Grammatical sensitivity: its origins and potential contribution to early word reading skill

A three-phase longitudinal study examined the origins of grammatical sensitivity and its usefulness as a predictor of early word-level reading. At about 4 years of age, children were given a range of language and cognitive tests. One year later, the children were given a further series of language and cognitive tests, this time including grammatical sensitivity, phonological sensitivity, and nonword repetition. Another year later, word-level reading achievement was assessed. Overall, grammatical sensitivity and phonological sensitivity were more firmly grounded in earlier language ability than in cognitive ability. Phonological sensitivity and nonword repetition showed reliable predictive associations with subsequent word reading skills. Grammatical sensitivity did not.     

Phoneme awareness is a better predictor of early reading skill than onset-rime awareness

We present the results of a short-term longitudinal study. Children in the early stages of learning to read (5 and 6 year olds) were administered three different tasks (deletion, oddity, and detection) tapping awareness of four phonological units (initial phoneme, final phoneme, onset, and rime). Measures of phoneme awareness were the best concurrent and longitudinal predictors of reading skill with onset-rime skills making no additional predictive contribution once phonemic skills were accounted for. The findings are related to recent controversy over the role of large versus small phonological units as predictors of children's reading skills.     

Children read normal and reversed letters: A simple test of reading skill

Above- and below-average readers in grades 3, 5 and 7 named letters under two conditions. In one condition, letters were presented in normal orientation. In the other condition, letters were presented in left-right mirror image orientation. The ratio of (1) naming time on normal letters to (2) naming time on mirror image letters was calculated for each child. Good readers had lower ratios than poor readers. This was due primarily to the faster naming of normal letters by good readers. Good and poor readers named mirror image letters at similar speeds. Two possible explanations for the results are discussed. One explanation is that the skilled readers have a better memory for the normal orientation of the letter shapes. A second explanation is that skilled readers process more peripheral information, when naming, than their less skilled counterparts, but that this peripheral processing is curtailed when transformed text is presented.     

Contextual facilitation in children's oral reading in relation to grade and decoding skill

This research investigated children's use of context to facilitate word recognition and comprehension-monitoring processes in the oral reading of connected prose as a function of grade level and decoding skill. Results indicated no overall contextual facilitation of word recognition accuracy, even in less skilled decoders, although there was evidence that less skilled decoders were assisted by context in decoding some content words. Children read word lists 50% more slowly than comparable selections of prose. The adoption of different and compensatory reading speed strategies in children's reading of prose and word lists renders the oral reading task an insensitive test of the contextual facilitation of word recognition accuracy. A qualitative analysis of the errors made in reading the prose passage showed that skilled decoders made (relative to less skilled decoders) a lower proportion of reading errors which, as first uttered, violated prior context, and a higher rate of contextually obligatory self-corrections, thus making a higher overall rate of contextually acceptable oral reading errors. These data were interpreted as suggesting that children's oral reading incorporates processing that occurs after lexical access, and that skilled decoders use context more effectively to monitor comprehension. In an oral reading task, this may counteract the tendency of less skilled decoders to rely more on context in the process of word recognition.     

Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill

This study examined the extent to which children's cognitive abilities in kindergarten and their mothers' education predict their single-digit and procedural calculation skills and the covariance of these with reading skill in Grade 4. In kindergarten, we assessed children's (N=178) basic number skills, linguistic skills, and visual attention. In Grade 4, we assessed their calculation and reading skills. Data on children's cognitive ability at 5 years of age and their mothers' level of education were also collected. The results showed that both of the core components of calculation, single-digit and procedural calculation, as well as their covariance with reading, were predicted by unique cognitive factors. Fluency in single-digit calculation and text reading shared an underlying cognitive process, that is, the ability to fluently retrieve verbal or visual-verbal associations from long-term memory. In contrast, procedural calculation was predicted not only by single-digit calculation but also by mother's education and conceptual knowledge of numbers. Overall, the results suggest that a multicomponential approach, including a hierarchical relation among various components, is fruitful when trying to understand the development of mathematical skill and its covariation with reading.     

Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill

Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children’s fixation durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, & Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011 and Reichle et al., 1998) is used to simulate various eye-movement phenomena in adults vs. children in order to evaluate hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, and that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children’s slower detection of semantic anomalies; Joseph et al., 2008). The theoretical implications of this hypothesis are discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. older readers), and individual differences in reading ability.     

Reading skill and the minimum distance principle: A comparison of listening and reading comprehension

Experiment I compared the listening and reading comprehension of sentences which follow the Minimum Distance Principle, e.g., John tells Bill to bake the cake, and of those which do not, e.g., John promises Bill to bake the cake. Third, fourth, and fifth graders were tested. Support for Chomsky's Stage analysis of mastery of the Minimum Distance Principle was found for the listening but not for the reading task. Reading skill level was found to be positively correlated with Stage and a significantly better predictor of promise performance than was age or IQ. Experiment II investigated the effect of the composition of the experimental presentation list on performance by comparing comprehension when the list contained only promise or tell sentences with that obtained when the list contained both types of sentences. For half the subjects, performance differed as a function of the list composition: Implications of these findings for the assessment of the development of language competence are discussed.     

Nonverbal priming in amnesia

In this experiment, we examined whether a group of well-characterized amnesic patients would exhibit normal priming for novel nonverbal materials after a single exposure. Both amnesic patients and normal control subjects studied line figures and were then given a priming test in which they were asked to reproduce both old (studied) and new (unstudied) figures after a brief exposure. The measure of priming was the number of old patterns drawn correctly relative to the number of new patterns drawn correctly. Both subject groups reproduced more old patterns than new patterns, and the effect was similar in the two groups. In contrast, amnesic patients were significantly impaired on a recognition memory test for the items that had been presented. This study contributes to recent evidence that implicit memory can support the rapid acquisition of novel verbal and nonverbal information. Perceptual priming for such material is independent of the structures damaged in amnesia.