Early orthographic influences on phonemic awareness tasks: Evidence from a preschool training study

Experienced readers show influences of orthographic knowledge on tasks ostensibly tapping phonemic awareness. Here we draw on data from an experimental training study to demonstrate that even preschoolers show influences of their emerging orthographic abilities in such tasks. A total of 40 children were taught some letter-sound correspondences but not others. A selective effect of this training was found on their phonemic awareness task performance for the trained items. These findings point to the multidetermined nature of performance on tasks normally considered as measuring phonemic awareness and have implications for theories of the role of phonemic awareness in reading acquisition.     

Early predictors of letter knowledge

This study examined the influence of phonological memory and rapid naming on the development of letter knowledge. Participants were 77 Dutch children, who were followed from the start of their first kindergarten year (mean age 4 years 6.8 months) to the end of their second kindergarten year. Phonological memory was assessed by a nonword repetition test and a sentence repetition test. Rapid naming involved object naming. The study revealed found a substantial effect of phonological memory on the acquisition of letter knowledge that was particularly related to the ability to repeat nonwords. Vocabulary knowledge did not have an independent effect on letter learning after phonological memory was controlled. The study also showed a small effect of rapid naming on the acquisition of letter knowledge that was independent of the effect of phonological memory. Finally, the study also provided further evidence for a specific relation between phonological memory and vocabulary acquisition.     

Orthographic contributions to perceived word center

We have a surprising tendency to misperceive the center of visually presented words (). To understand the origin of this bias, four experiments assessed the impact of letter font, letter size, and grapheme-phoneme convergences on perceived stimulus center. Fourteen observers indicated the perceived centers of words, pseudowords, consonant strings, and lines with a mouse cursor. Visual orthographic factors had no effect on perceived word center but grapheme-phoneme convergence did: Observers compensated for strong grapheme-phoneme asymmetries in the letter strings. These findings support the idea that the cognitive representation of words is spatially distorted as a result of lexical access mechanisms.     

Transposed-letter priming effect in Hebrew in the same–different task

We investigated the interaction between morphological structure and transposed-letter priming using the same–different task with Hebrew, a Semitic language in which morphology has been shown to play a key role in visual word recognition. In contrast to the results observed with lexical decision (e.g., Velan & Frost, 2009, 2011), a transposed-letter priming effect was observed irrespective of the morphological structure of the words. We take these results to suggest that morphological decomposition occurs only in the service of lexical access. We discuss further a unique feature of written Arabic, another Semitic language, to explain the apparent conflict between our findings and those reported by Perea, Abu Mallouh, García-Orza, and Carreiras (2010).     

Fluid intelligence is independently associated with all-cause mortality over 17 years in an elderly community sample: An investigation of potential mechanisms

The long-term relationship between lower intelligence and mortality risk in later life is well established, even when controlling for a range of health and sociodemographic measures. However, there is some evidence for differential effects in various domains of cognitive performance. Specifically, tests of fluid intelligence may have a stronger association with mortality than do tests of crystallized intelligence. The present study examines the relationship between intelligence and mortality in a sample of 896 Australian community-dwelling males and females, aged 70–97 at recruitment and followed for up to 17 years. There were 687 deaths during the follow-up period. Cox proportional hazard regression models examined whether the relationship between intelligence and mortality might be mediated by socioeconomic status, by health behaviors, by health status, or a combination of these. Higher fluid intelligence — as measured by the Symbol–Letter Modalities Test — was strongly associated with lower mortality rates (Hazard ratio = 0.80; 95% confidence interval = 0.72–0.88), even after accounting for any combination of potential mediators and confounders. A significant association between crystallized intelligence, as measured by the National Adult Reading Test, and mortality (HR = 0.89; 95% CI = 0.80–0.99) was attenuated by the inclusion of socioeconomic, health status measures, and health behavior measures and when deaths from the first four years of the study were excluded. The findings show little support for the hypothesized mechanisms of the intelligence–mortality relationship.     

Which children benefit from letter names in learning letter sounds?

Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.     

Words with and without internal structure: what determines the nature of orthographic and morphological processing?

Recent studies suggest that basic effects which are markers of visual word recognition in Indo-European languages cannot be obtained in Hebrew or in Arabic. Although Hebrew has an alphabetic writing system, just like English, French, or Spanish, a series of studies consistently suggested that simple form-orthographic priming, or letter-transposition priming are not found in Hebrew. In four experiments, we tested the hypothesis that this is due to the fact that Semitic words have an underlying structure that constrains the possible alignment of phonemes and their respective letters. The experiments contrasted typical Semitic words which are root-derived, with Hebrew words of non-Semitic origin, which are morphologically simple and resemble base-words in European languages. Using RSVP, TL priming, and form-priming manipulations, we show that Hebrew readers process Hebrew words which are morphologically simple similar to the way they process English words. These words indeed reveal the typical form-priming and TL priming effects reported in European languages. In contrast, words with internal structure are processed differently, and require a different code for lexical access. We discuss the implications of these findings for current models of visual word recognition.     

Different working memory capacity in normal young adults for visual and tactile letter recognition task

Thirty-nine young adult participants performing the visual and tactile n-back working memory task were compared. In the visual task, letters were presented on a computer screen and in the tactile task, plastic letters embedded on a board were explored tactually. The amount of incorrect responses increased with increasing memory load in both tasks, but was significantly lower in the visual task. Subgrouping the participants with extreme performances into "skilled" and "poor" performers showed that the best performance was found among "skilled" visual performers, and the worst one among "poor" tactile performers. There was more interindividual variation among tactile than visual performance. We conclude that tactile working memory capacity, measured here by letter recognition and letter memory, is generally more limited and shows more variability than visual memory in normal sighted participants.