Single-letter recognition as a function of exposure duration

The time course of visual letter recognition was investigated in a single-stimulus identification experiment. On each trial, a randomly chosen stimulus letter was presented at 1 of 12 equiprobable positions that were equally spaced around the circumference of an imaginary circle centered on fixation. Exposure duration was varied from 10 to 200 ms, and the letter was followed by a pattern mask. The subject's task was to report the identity of the stimulus letter but refrain from guessing. For the briefest exposures, correct reports never occurred. For longer exposures, the function relating the probability p of recognizing the letter to the duration t of the stimulus exposure was well approximated by an exponential distribution function: p(t) = 1 − exp[−v·(t−t ₀)], where v is the rate of processing and t ₀ is the minimum effective exposure duration. The generality of this finding may be limited to cases in which stimuli are highly discriminable and response criteria are conservative. Extensions to Poisson counter or random walk models are considered for cases in which stimuli are confusable. Received: 1 July 1997 / Accepted: 2 July 1998     

The effects of length and transposed‐letter similarity in lexical decision: Evidence with beginning,intermediate, and adult readers

Do length and transposed‐letter effects reflect developmental changes on reading acquisition in a transparent orthography? Can computational models of visual word recognition accommodate these changes? To answer these questions, we carried out a masked priming lexical decision experiment with Spanish beginning, intermediate, and adult readers (N=36, 44, and 39; average age: 7, 11, and 22 years, respectively). Target words were either short or long (6.5 vs. 8.5 letters), and transposed‐letter primes were formed by the transposition of two letters (e.g. aminal–ANIMAL) or by the substitution of two letters (orthographic control: arisal–ANIMAL). Children showed a robust length effect (i.e. long words were read slower than short words) that vanished in adults. In addition, both children and young adults showed a transposed‐letter priming effect relative to the control condition. A robust transposed‐letter priming effect was also observed in non‐word reading, which strongly suggests that this effect occurs at an early prelexical level. Taken together, the results reveal that children evolve from a letter‐by‐letter reading to a direct lexical access and that the lexical decision task successfully captures the changing strategies used by beginning, intermediate, and adult readers. We examine the implications of these findings for the recent models of visual word recognition.     

Friends in Low-Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ Across Letter Positions

Visual word recognition is facilitated by the presence of orthographic neighbors that mismatch the target word by a single letter substitution. However, researchers typically do not consider where neighbors mismatch the target. In light of evidence that some letter positions are more informative than others, we investigate whether the influence of orthographic neighbors differs across letter positions. To do so, we quantify the number of enemies at each letter position (how many neighbors mismatch the target word at that position). Analyses of reaction time data from a visual word naming task indicate that the influence of enemies differs across letter positions, with the negative impacts of enemies being most pronounced at letter positions where readers have low prior uncertainty about which letters they will encounter (i.e., positions with low entropy). To understand the computational mechanisms that give rise to such positional entropy effects, we introduce a new computational model, VOISeR (Visual Orthographic Input Serial Reader), which receives orthographic inputs in parallel and produces an over-time sequence of phonemes as output. VOISeR produces a similar pattern of results as in the human data, suggesting that positional entropy effects may emerge even when letters are not sampled serially. Finally, we demonstrate that these effects also emerge in human subjects' data from a lexical decision task, illustrating the generalizability of positional entropy effects across visual word recognition paradigms. Taken together, such work suggests that research into orthographic neighbor effects in visual word recognition should also consider differences between letter positions.     

Children and adults both see ‘pirates’ in ‘parties’: letter‐position effects for developing readers and skilled adult readers

Developing readers often make anagrammatical errors (e.g. misreading pirates as parties), suggesting they use letter position flexibly during word recognition. However, while it is widely assumed that the occurrence of these errors decreases with increases in reading skill, empirical evidence to support this distinction is lacking. Accordingly, we compared the performance of developing child readers (aged 8–10 years) against the end‐state performance of skilled adult readers in a timed naming task, employing anagrams used previously in this area of research. Moreover, to explore the use of letter position by developing readers and skilled adult readers more fully, we used anagrams which, to form another word, required letter transpositions over only interior letter positions, or both interior and exterior letter positions. The patterns of effects across these two anagram types for the two groups of readers were very similar. In particular, both groups showed similarly slowed response times (and developing readers increased errors) for anagrams requiring only interior letter transpositions but not for anagrams that required exterior letter transpositions. This similarity in the naming performance of developing readers and skilled adult readers suggests that the end‐state skilled use of letter position is established earlier during reading development than is widely assumed.     

Evidence from masked‐priming that initial identification of brand names is via abstract letter identities

Although visual‐word recognition is often assumed to proceed on the basis of case‐invariant letter representations, previous research has shown a role for letter‐case in recognizing brand names. One recent study reported early effects of letter‐case in a brand‐decision task using masked primes (Perea et al., 2015, British Journal of Psychology, 106, 162). The present study attempts to replicate this finding using brand names typically presented in all lowercase (e.g., adidas), all uppercase (e.g., IKEA), or titlecase (e.g., Ford). Across three masked‐priming experiments, we found no advantage for case‐matched identity primes over case‐mismatched identity primes. This finding suggests that brand‐specific letter‐case information does not play a role in the early processing of brand names. However, we observed evidence that case may be used as a cue for making brand decisions, which may explain the effect reported by Perea et al. (2015, British Journal of Psychology, 106, 162).     

Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill

Preschool-age children (N = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children’s phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.     

Hemispheric lateralization in aging: Interest of the verbal-manual concurrency paradigm

ABSTRACT

Introduction: The aim of this study was to evaluate whether the classic asymmetry seen in hemispheric functioning is modified in older adults by using a verbal-manual concurrency task. Method: Thirty-five right-handed participants divided into two groups according to age (15 older participants, mean age: 68 ± 8 years, without cognitive decline and 20 younger participants, mean age: 23 ± 2 years) had to perform a 30-second uni-manual tapping task, in both a single task (tapping alone) and dual task (tapping and performing a letter fluency task together) condition. Results: In younger participants, the letter fluency task disrupted the right hand more than the left hand whereas, in older participants, the letter fluency task disrupted both hands equally. Conclusion: These results should be considered preliminary data using a behavioral dual task condition, which might be useful for studying lateralized hemispheric functioning and the processes of divided attention during aging.     

The Prophet’s Letter to al-ʿAlāʾ b. Al-Ḥaḍramī: An Assessment of Its Authenticity in Light of the Covenants and the Correspondence with the People of Yemen

The letter to al-?Alā? b. al-?a?ramī embodies a number of parallels to the covenants and to the Prophet Mu?ammad's correspondence with the people of Yemen. This study examines the different versions of the letter that have come down to us from the Musnad of al-?ārith b. Abī Usāma and from a recension from al-?abarānī's Al-mu?jam al-kabīr to reconstruct a critical edition. Having translated the critical edition and analysed its contents, the study then concludes that the letter is in all likelihood authentic and that it is, generally speaking, textually accurate. The implication of this is that the letter and the covenants represent mutual attestations of one another and that the religion of Islam was well-established, having attained a great level of maturity in the Prophet's lifetime.     

Deterministic and Stochastic Postural Processes: Effects of Task,Environment, and Age

Upright standing is always environmentally embedded and typically co-occurs with another (suprapostural) activity. In the present study, the authors investigate how these facts affect postural dynamics in an experiment in which younger (M age = 20.23 years, SD = 2.02 years) and older (M age = 75.26 years, SD = 4.87 years) participants performed a task of detecting letters in text or maintaining gaze within a target while standing upright in a structured or nonstructured stationary environment. They extracted the coefficients of drift (indexing attractor strength) and diffusion (indexing noise strength) from the center of pressure (COP) time series in anteroposterior (AP) and mediolateral (ML) axes. COP standard deviation decreased with drift and increased with diffusion. The authors found that structure reduced AP diffusion for both groups and that letter detection reduced younger SD _AP (primarily by diffusion decrease) and increased older SD _ML (primarily by drift decrease). For older and younger participants, ML drift was lower during letter detection. Further, in older letter detection, larger visual contrast sensitivity was associated with larger ML drift and smaller SD _ML, raising the hypotheses that ML sway helps information detection and reflects neurophysiological age.     

MODIFYING LETTER AND NUMBER REVERSALS IN ELEMENTARY SCHOOL CHILDREN1

Children from regular and special-education classes were exposed to tutoring procedures designed to modify letter and number reversals. In Experiment I, two students showed reversals during letter-naming (e.g., saying p for q) and two-digit number (e.g., writing 31 for 13) exercises. In Experiment II, one subject made two-digit reversals, while the other child reversed single-digit numbers (e.g., 9 written with circle on right side of stem). The subject in Experiment III emitted letter reversals under naming, dictation, and copying exercises. The child in Experiment IV showed written letter reversals on both sides of the “body midline” under dictation procedures. Basic treatment procedures during all experiments involved modelling of correct and incorrect symbol formation, and differential experimenter feedback following student responses. During Experiments I and II, subjects were praised for each correct response, and informed when a reversal occurred. Experiment III included a Modelling Only Phase before these feedback procedures. Besides praise, treatment conditions in Experiment IV consisted of additional feedback following correct responses (e.g., charting correct responses), and temporal delays imposed between dictated letters and student responses. Except for occasional letter-naming reversals of one subject (Experiment I), and letter dictation errors of another (Experiment IV), reversals were eliminated when all experiments terminated. The Modelling Only Phase in Experiment III also reduced reversals to a low level. These findings suggest that a variety of reversal problems may be effectively assessed and remediated via simple modelling and reinforcement procedures. In addition, postcheck observations indicated that the effects were enduring. The present procedures should be easily implemented by school personnel.     

Erratum

The letter which follows was sent to the Editors in response to an article which appeared in our last issue Psychological Perspectives hopes this clears up any misunderstanding     

The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first‐grade students in Chile

In the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish‐speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first‐grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency, vocabulary, reading comprehension and writing, and included coaching and sustained follow‐up as key elements for teacher professional development. The results showed promise for the CLLIP model in the Chilean context. Kindergartners in CLLIP classrooms had faster growth rates in letter naming, word reading, vocabulary, and phonemic segmentation fluency than those in control classrooms, and had higher scores at the end of the year in phonemic segmentation fluency, letter naming, and word reading. In addition, kindergartners from high SES families had faster growth rates than kindergartners from low SES families in letter naming and word reading. Effect sizes ranged from small (d = .18 in word reading) to fairly large (d = .70 in letter‐naming fluency). First‐grade students in CLLIP classrooms had faster growth rates than students in control classrooms in vocabulary, nonword reading fluency, word reading, and reading comprehension. Effect sizes were small in vocabulary, nonword reading fluency, and reading comprehension (.23 ≤ d ≤ .28) and medium in word reading (d = .50). These results suggest that the present multicomponent literacy instructional model had a positive impact on Chilean children's literacy acquisition.     

Measuring strategic control in artificial grammar learning

In response to concerns with existing procedures for measuring strategic control over implicit knowledge in artificial grammar learning (AGL), we introduce a more stringent measurement procedure. After two separate training blocks which each consisted of letter strings derived from a different grammar, participants either judged the grammaticality of novel letter strings with respect to only one of these two grammars (pure-block condition), or had the target grammar varying randomly from trial to trial (novel mixed-block condition) which required a higher degree of conscious flexible control. Random variation in the colour and font of letters was introduced to disguise the nature of the rule and reduce explicit learning. Strategic control was observed both in the pure-block and mixed-block conditions, and even among participants who did not realise the rule was based on letter identity. This indicated detailed strategic control in the absence of explicit learning.     

Differential impacts of age of acquisition on letter and semantic fluency in Alzheimer's disease patients and healthy older adults

The degree to which the typical age of acquisition (AoA) of words and word frequency have separable influences on verbal production tasks has been strongly debated. To examine the overlap between these factors in verbal fluency tasks, the performance of Alzheimer's disease (AD) patients (N?=?34) and normal elderly controls (N?=?36) was compared on semantic (e.g., vegetables) and letter (e.g., words that begin with F) fluency tasks. These comparisons revealed that words generated for the semantic fluency task had an earlier AoA while words generated for the letter fluency task had a higher word frequency. Differences in AoA between AD patients and controls were larger for semantic than letter fluency. These results suggest that AoA has an effect on verbal production that is independent of word frequency and that AoA has a semantic locus.     

Defense of a Libertarian Interpretation of Descartes' Account of Judgment1

Widespread scholarly agreement has it that Descartes' theory of judgment favors a compatibilist interpretation. This essay explains and rebuts the standard arguments made on behalf of compatibilist readings, while explaining and defending a libertarian interpretation. Along with relevant Fourth Meditation doctrines and texts, my analysis encompasses a much discussed 1645 letter discussing his account. Although some scholars view the letter as departing from the account of the Meditations, I argue that the two works present a consistent view – allowing us to take at face value that the letter purports to elaborate Descartes' intended meaning in the associated Fourth Meditation passage.     

The Fictitious Audience of 1 Peter

Recent scholarship has argued that Simon Peter is not the author of 1 Peter, whilst maintaining that the addressees in 1:1 are the real recipients of the letter. We contend that both the stated author and the stated audience are part of the author’s deception. We propose instead that the author may have simply argued that this text was an older letter from Peter. This proposal is consistent with the widely-held view that pseudepigraphical letters were not knowingly accepted in early Christian circles, as well as the ancient tradition that Peter was believed to be the real author of the text and offers a simple solution as to how the letter escaped the scrutiny that came with pseudepigraphical works. If this thesis is followed, scholarship concerned with uncovering the socio-economic status of the Christians in Asia Minor based on this text is therefore misguided.     

Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency

This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming–decoding fluency. Children's phonological awareness and letter naming–decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.     

Lexical and sublexical processes in the perception of transposed-letter anagrams

Evidence from priming and lexical decision tasks suggests that nonwords created by transposing adjacent letter pairs (TL nonwords) are very effective in activating lexical representations of their base words, because the process of orthographic matching tolerates minor changes in letter position. However, this account disregards the possible role of sublexical processing in reading. TL nonwords are perceptually ambiguous, with lexical and sublexical processing giving rise to conflicting interpretations. The consequences of this ambiguity were investigated in a lexical decision experiment with primes that were either high or low bigram frequency TL versions of target words. Priming effects were much larger for low BF primes (e.g., pucnh–PUNCH) than for high BF primes (e.g., panit–PAINT). This finding is interpreted as evidence that lexical activation can be inhibited by competing output resulting from sublexical processing of TL letter string. We conclude that phonological processing is an important determinant of responses to TL stimuli, and we consider how this interpretation might be accommodated within the dual-route cascaded (DRC) model of word recognition.     

The dimensionality of the flanker compatibility effect: A psychophysiological analysis

The psychophysiological approach was used to evaluate the effects of feature similarity and intrinsic response mapping on the flanker compatibility effect. Symbol (e.g., < > < and < / <) and letter arrays (e.g., HCH and SCS) were used. Results showed that delays in stimulus evaluation and both peripheral and central response competition contributed to the compatibility effect, with the contribution of these processes depending on feature similarity and the intrinsic response mapping of the stimuli. For letter stimuli, the difference in the size of the compatibility effect for similar and dissimilar arrays could be accounted for in terms of stimulus evaluation. For symbol arrays, differences in size of the compatibility effect could be accounted for by response competition. Thus, symbol and letter arrays do not appear to be processed differently; what is different is the degree to which stimulus and response-related processes are affected by incompatibility.