Picture Naming Deficits in Developmental Dyslexia: The Phonological Representations Hypothesis

The picture and word naming performance of developmental dyslexics was compared to the picture and word naming performance of non-dyslexic (“garden variety”) poor readers, reading age, and chronological age-matched controls. The stimulus list used for both tasks was systematically manipulated for word length and word frequency. In order to examine picture naming errors in more depth, an object name recognition test assessed each subject's vocabulary knowledge of those names which they were unable to spontaneously label in the picture naming task. Findings indicated that the dyslexic and the garden variety poor readers exhibited a picture naming deficit relative to both chronological and reading age-matched controls. Findings also indicated that both groups of impaired readers obtained superior scores in the word naming task than in the picture naming task, while both groups of controls showed no difference in performance across tasks. The dyslexics' picture naming errors, but not those of the garden variety poor readers, were particularly marked on polysyllabic and/or low frequency words, indicating a possible phonological basis to the picture naming deficit of the dyslexic children. These children also recognized significantly more unnamed target words than all comparison groups, suggesting a particular difficulty inretrievingthe phonological codes of known picture names rather than a vocabulary deficit. Results are discussed in terms of dyslexics' difficulty in encoding full segmental phonological representations of names in long-term memory and/or in processing these representations in order to generate required names on demand.     

Rise time and formant transition duration in the discrimination of speech sounds: the Ba-Wa distinction in developmental dyslexia

Across languages, children with developmental dyslexia have a specific difficulty with the neural representation of the sound structure (phonological structure) of speech. One likely cause of their difficulties with phonology is a perceptual difficulty in auditory temporal processing (Tallal, 1980). Tallal (1980) proposed that basic auditory processing of brief, rapidly successive acoustic changes is compromised in dyslexia, thereby affecting phonetic discrimination (e.g. discriminating /b/ from /d/) via impaired discrimination of formant transitions (rapid acoustic changes in frequency and intensity). However, an alternative auditory temporal hypothesis is that the basic auditory processing of the slower amplitude modulation cues in speech is compromised (Goswami et al., 2002). Here, we contrast children's perception of a synthetic speech contrast (ba/wa) when it is based on the speed of the rate of change of frequency information (formant transition duration) versus the speed of the rate of change of amplitude modulation (rise time). We show that children with dyslexia have excellent phonetic discrimination based on formant transition duration, but poor phonetic discrimination based on envelope cues. The results explain why phonetic discrimination may be allophonic in developmental dyslexia (Serniclaes et al., 2004), and suggest new avenues for the remediation of developmental dyslexia.     

Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia

In this article, we explore whether structural characteristics of the phonological lexicon affect serial recall in typically developing and dyslexic children. Recent work has emphasized the importance of long-term phonological representations in supporting short-term memory performance. This occurs via redintegration (reconstruction) processes, which show significant neighborhood density effects in adults. We assessed whether serial recall in children was affected by neighborhood density in word and nonword tasks. Furthermore, we compared dyslexic children with typically developing children of the same age or reading level. Dyslexic children are held to have impaired phonological representations of lexical items. These impaired representations may impair or prevent the use of long-term phonological representations to redintegrate short-term memory traces. We report significant rime neighborhood density effects for serial recall of both words and nonwords, for both dyslexic and typically developing children.     

“Shame: The Misplaced Debt of Structural Sin”

Although sexual violence and economic distress are often understood and responded to as individual problems, they are rooted in and must be understood within the social systems of patriarchy and advanced global capitalism, both of which normalize these traumas. The problem is that social systems divert guilt for structural sin onto individuals in the form of shame, which I argue is the misplaced debt of structural sin. Through narrative and analysis, I demonstrate the problems of silence, judgement, and death associated with the misplaced debt of shame in structural sin. Preliminarily, I suggest that the theology of the cross enables Christians to name structural sin for what it actually is; judge who or what is truly guilty; and remove shame and guilt from survivors to foster flourishing.     

In the beginning was the rhyme? A reflection on Hulme,Hatcher, Nation,Brown, Adams,and Stuart (2002)

Phonological sensitivity at different grain sizes is a good predictor of reading acquisition in all languages. However, prior to any explicit tuition in alphabetic knowledge, phonological sensitivity develops at the larger grain sizes-syllables, onsets, and rimes-in all languages so far studied. There are also developmental differences in the grain size of lexical representations and reading strategies across orthographies. Phoneme-level skills develop fastest in children acquiring orthographically consistent languages with a simple syllabic (CV) structure, such as Finnish and Italian. For English, however, both "large" and "small" units are important for the successful acquisition of literacy.     

Preface

Dr. Siegfried Streufert devoted a considerable part of his career to designing and developing assessment and training technologies based on his theory of Behavioral complexity. The underlying emphasis in the design of his methodology called the Strategic Management Simulations (SMS), was on understanding “real world” productivity in an objective manner. This methodology focuses on the demonstrated decision-making capacity of an individual in various situations and its impact on human productivity and well-being. The SMS methodology compliments other evaluation tools that focus on individual “preferences”, “aspirations” and basic problem-solving skill sets. The following commentary provides a brief overview of well-used methodologies and describes the SMS comprehensive assessment which is focused on real world productivity and is constructed using Behavioral complexity theoretical paradigms.