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Auswahl der wissenschaftlichen Literatur zum Thema „Transparent orthography“
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Zeitschriftenartikel zum Thema "Transparent orthography"
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Zeguers, M. H. T., P. Snellings, H. M. Huizenga und M. W. van der Molen. „Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography“. Quarterly Journal of Experimental Psychology 67, Nr. 10 (Oktober 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.
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In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects were absent. The second study explicitly manipulated the strength of the phonological difference and revealed that both orthographic and phonological priming effects became identifiable when phonological differences were strong enough. This suggests that, similar to opaque orthographies, strong phonological differences are a prerequisite to separate orthographic and phonological priming effects in transparent orthographies. Orthographic and phonological priming appeared to follow distinct time courses, with orthographic codes being quickly translated into phonological codes and phonology dominating the remainder of the lexical access phase.
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Öney, Banu, und Aydin Yücesan Durgunoğlu. „Beginning to read in Turkish: A phonologically transparent orthography“. Applied Psycholinguistics 18, Nr. 1 (Januar 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.
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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of the school year. The impact of these factors on the development of word recognition, spelling, and reading comprehension was examined. The results strongly suggest that a phonologically transparent orthography fosters the early development of word recognition skills, and that phonological awareness contributes to word recognition in the early stages of reading acquisition. Once the children's word recognition performance is high, listening comprehension ability distinguishes the different levels of reading comprehension among children. These patterns of results were interpreted as reflecting the phonological and orthographic characteristics of the Turkish language and orthography.
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Haisma, Joyce. „Dyslexic Subtypes and Literacy Skills in L2 Opaque English“. Toegepaste Taalwetenschap in Artikelen 81 (01.01.2009): 65–74. http://dx.doi.org/10.1075/ttwia.81.07hai.
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In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with orthographic depth. To test this, Dutch teenagers with phonological and surface dyslexia performed Dutch and English orthographic competence and spelling tasks. The results seem to indicate that people with phonological dyslexia are more successful in reading English as an L2 opaque than Dutch as an L1 transparent orthography; however, in the case of spelling, the reverse pattern is observed.
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Goswami, Usha, Jean Emile Gombert und Lucia Fraca de Barrera. „Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish“. Applied Psycholinguistics 19, Nr. 1 (Januar 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.
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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.
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Georgiou, Georgios P. „How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests“. Languages 6, Nr. 3 (11.07.2021): 118. http://dx.doi.org/10.3390/languages6030118.
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Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.
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Raman, Ilhan, und Brendan Stuart Weekes. „Deep Dysgraphia in Turkish“. Behavioural Neurology 16, Nr. 2-3 (2005): 59–69. http://dx.doi.org/10.1155/2005/568540.
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Deep dysgraphic patients make semantic errors when writing to dictation and they cannot write nonwords. Extant reports of deep dysgraphia come from languages with relatively opaque orthographies. Turkish is a transparent orthography because the bidirectional mappings between phonology and orthography are completely predictable. We report BRB, a biscriptal Turkish-English speaker who has acquired dysgraphia characterised by semantic errors as well as effects of grammatical class and imageability on writing in Turkish. Nonword spelling is abolished. A similar pattern of errors is observed in English. BRB is the first report of acquired dysgraphia in a truly transparent writing system. We argue that deep dysgraphia results from damage to the mappings that are common to both languages between word meanings and orthographic representations.
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Duranović, Mirela. „Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography“. Journal of Learning Disabilities 50, Nr. 5 (22.04.2016): 591–601. http://dx.doi.org/10.1177/0022219416645814.
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The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in Bosnian language with transparent orthography. Three main error categories were distinguished: phonological, orthographic, and grammatical errors. An analysis of error type showed 86% of phonological errors,10% of orthographic errors, and 4% of grammatical errors. Furthermore, the majority errors were the omissions and substitutions, followed by the insertions, omission of rules of assimilation by voicing, and errors with utilization of suffix. We can conclude that phonological errors were dominant in children with dyslexia at all grade levels.
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Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core und Mirjana Lencek. „Literacy predictors and early reading and spelling skills as a factor of orthography“. Written Language and Literacy 12, Nr. 1 (18.08.2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.
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The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speaking (transparent orthography) kindergarteners were assessed on measures of vocabulary, PA, functions of verbal working memory, and early literacy skills at the beginning of the kindergarten year. The results indicate that a transparent orthography (Croatian) increases early decoding and encoding skills and they show expected correlations between PA, vocabulary, and early literacy abilities. English speakers did not show these correlations at the onset of the kindergarten year. We postulate that the nature of the deep orthography requires some instructional time for English-speaking children before PA and vocabulary will show predictive validity for reading acquisition.
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Adams, Ashley Marie, Arthur M. Glenberg und M. Adelaida Restrepo. „Embodied reading in a transparent orthography“. Learning and Instruction 62 (August 2019): 27–36. http://dx.doi.org/10.1016/j.learninstruc.2019.03.003.
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Hricová, Marianna, und Brendan Stuart Weekes. „Acquired Dyslexia in a Transparent Orthography: An Analysis of Acquired Disorders of Reading in the Slovak Language“. Behavioural Neurology 25, Nr. 3 (2012): 205–13. http://dx.doi.org/10.1155/2012/127419.
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The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was devised to determine whether disorders of Slovakian reading resemble characteristics in other languages. Slovakian speaking aphasics showed symptoms similar to phonological dyslexia and deep dyslexia in English and French, but there was no evidence of surface dyslexia. The findings are discussed in terms of the orthographic depth hypothesis.
Dissertationen zum Thema "Transparent orthography"
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Raman, Ilhan. „Single-word naming in a transparent alphabetic orthography“. Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/6754/.
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The cognitive processes involved in single-word naming of the transparent Turkish orthography were examined in a series of nine naming experiments on adult native readers. In Experiment 1, a significant word frequency effect was observed when matched (i.e. on initial phoneme, letter length and number of syllables) high- and low-frequency words were presented for naming. However, no frequency effect was found in Experiment 2, when an equal number of matched (i.e. on initial phoneme, letter length and number of syllables) nonword fillers were mixed with the target words. A null frequency effect was also found in Experiment 3 when conditions were mixed-blocks, i.e. high- and low frequency were words presented in separate blocks mixed with an equal number of matched nonword fillers. Experiment 4 served the purpose of creating and validating nonwords (to be used in Experiments 5 and 6) that could be named as fast as high- and low-frequency words by manipulating the letter length of nonwords. A significant word frequency effect emerged with both the mixed-block design (Experiment 5) and mixed design (Experiment 6) when the nonword fillers matched the target words in speed of naming. Experiment 7, however, found no frequency effect when high- and low-frequency words were mixed with word fillers that were slower to be named (longer in length) than the target words. In Experiment 8, frequency was factorially manipulated with imageability (high vs. low) and level of skill (very skilled vs. skilled) which found significant main effects for word frequency and level of skill, and a significant 2-way interaction of skill by imageability and a significant 3-way interaction of skill by imageability by frequency. In Experiment 9, however, there was only a main effect for frequency when previously skilled readers performed on the same words used in Experiment 8. These findings suggest that whilst a lexical route dominates in naming the transparent Turkish orthography, an explanation that the readers shut down the operation of this route in the presence of nonword fillers is not entertained. Instead, the results suggest that both routes operate in naming, with the inclusion of filler stimuli and their “perceived difficulty” having an impact in the time criterion for articulation. Moreover, there are indications that a semantic route is involved in naming Turkish only when level of skill is taken into account. Implications of these findings for models of single-word naming are discussed.
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Erdener, Vahit Dogu, University of Western Sydney, of Arts Education and Social Sciences College und School of Psychology. „The effect of auditory, visual and orthographic information on second language acquisition“. THESIS_CAESS_PSY_Erdener_V.xml, 2002. http://handle.uws.edu.au:8081/1959.7/685.
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The current study investigates the effect of auditory and visual speech information and orthographic information on second/foreign language (L2) acquisition. To test this, native speakers of Turkish (a language with a transparent orthography) and native speakers of Australian English (a language with an opaque orthography) were exposed to Spanish (transparent orthography) and Irish (opaque orthography) legal non-word items in four experimental conditions: auditory-only, auditory-visual, auditory-orthographic, and auditory-visual-orthographic. On each trial, Turkish and Australian English speakers were asked to produce each Spanish and Irish legal non-words. In terms of phoneme errors it was found that Turkish participants generally made less errors in Spanish than their Australian counterparts, and visual speech information generally facilitated performance. Orthographic information had an overriding effect such that there was no visual advantage once it was provided. In the orthographic conditions, Turkish speakers performed better than their Australian English counterparts with Spanish items and worse with Irish terms. In terms of native speakers' ratings of participants' productions, it was found that orthographic input improved accent. Overall the results confirm findings that visual information enhances speech production in L2 and additionally show the facilitative effects of orthographic input in L2 acquisition as a function of orthographic depth. Inter-rater reliability measures revealed that the native speaker rating procedure may be prone to individual and socio-cultural influences that may stem from internal criteria for native accents. This suggests that native speaker ratings should be treated with caution.Master of Arts (Hons)
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Petchko, Ekaterina. „Predicting reading achievement in a transparent orthography: Russian children learn to read“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26602.
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CITE/Language ArtsEd.D.
This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accounted for a small amount of unique variance in both decoding accuracy and decoding rate whereas rapid naming was a unique predictor of decoding rate only. Neither verbal short-term memory nor IQ accounted for any variance in decoding. For reading comprehension, IQ and linguistic comprehension contributed a substantial amount of variance to the prediction of achievement whereas decoding rate did not. However, in a series of direct discriminant function analyses, reliable differences emerged between good and poor decoders on reading comprehension, indicating that decoding
Temple University--Theses
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TOBIA, VALENTINA ANTONIA. „Cognitive profiles of typical and atypical readers: evidence from the italian orthography“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.
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Reading process has been the focus of a great amount of research over the past decades. However, recently Share (2008) claimed that reading research has been dominated by the study of the English language, and that this “Anglocentric research agenda” limited the relevance of the large amount of knowledge on reading in typical and atypical development. In line with this observation, there is evidence that learning to read transparent writing systems, such as Italian, is easier than learning to read opaque systems (Seymour, 2005), and that the precise weight of cognitive processes involved in reading varied systematically as a function of orthography’s transparency (e.g., Ziegler et al., 2010).
The series of studies reported in this thesis investigates the reading aloud process in the Italian transparent orthography, considering school-aged children who are typical readers or have Developmental Dyslexia (DD). The first two studies examined the role of verbal and visual-attentional cognitive processes in relation to reading fluency, considering children with typical development (Chapter 2) and with DD (Chapter 3). In particular, Chapter 2 describes a cross-sectional research that analyzes the predictors of reading fluency in primary school, investigating differences in the pattern of predictors for beginners (1st and 2nd grade) and expert readers (3rd to 5th grade). Results showed that concurrent predictors of reading fluency partially change when children become expert readers: whereas in 1st and 2nd grades text reading fluency was predicted by phonological awareness and rapid automatized naming, in 3rd to 5th grade also vocabulary, verbal short-term memory and visuo-spatial attention played a significant role in the model.
The study presented in Chapter 3 focuses on group differences in the cognitive underpinnings of reading fluency, comparing dyslexic children with chronological-age and reading-age matched controls. Children with DD were significantly impaired in all the measures included in the phonological domain and in the visuo-spatial attention and verbal-visual recall tasks. Furthermore, this study provides an examination of the cognitive deficits that characterized the children with dyslexia involved in the study. Main finding is that a large group of children with DD exhibited multiple deficits, that included both the phonological and the non-verbal domains, whereas a lower number of children had a deficit exclusively in the phonological or exclusively in the visual-attention domains.
The last study presented (Chapter 4) is an experimental investigation of the autonomic response to reading tasks in children with DD and typical readers. This study also analyses the relationship between the physiological activation and some socio-emotional variables measured through questionnaires administered to children themselves and to their parents. Children with DD exhibit lower galvanic skin response during the reading aloud task. Then, it was observed a significant correlation of galvanic skin response and heart rate registered during reading tasks with parent’s evaluation of emotional difficulties presented by their children. Theoretical implications for the science of reading, as well as clinical and educational issues, are discussed.
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Hoxhallari, Lorenc. „Learning to read and spell in Albanian, English and Welsh : the effect of orthographic transparency“. Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/learning-to-read-and-spell-in-albanian-english-and-welsh--the-effect-of-orthographic-transparency(9ec25b35-0627-492f-8f0c-425f9e74cc6f).html.
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Effects of orthographic transparency on literacy acquisition were examined by comparing data from children learning to read in Albanian, Welsh, and English. The Welsh and especially Albanian orthographies are extremely transparent, whereas the English orthography is notorious for its lack of transparency. In the pilot study, twenty Year I Albanian children were given a reading test consisting of a 100-word stratified sample of decreasing written frequency. These children were able to read accurately 80% of the words; reading latency was a direct effect of word length (R2 =. 89); and errors tended to be mispronunciations rather than real word replacements, with hardly any null responses. These results were compared with Ellis and Hooper (2001), where the same design was used with English and Welsh children of the same age, but with one more year of formal reading instruction. The Albanian children read more words than the English and Welsh children, but they had longer reading latencies. Like the Welsh children, but unlike the English children, the Albanian children made more nonword errors. These results suggest that children acquire reading faster the more transparent the orthography, and that shallow orthographies promote an initial reliance on a phonological recoding strategy. The main study examined reading, spelling, phonological and orthographic skills of 6-, 8- and 10-year old Albanian, English and Welsh children. No cross-language differences were found in reading. In spelling, however, Albanian children could spell significantly more words correctly than the Welsh children, who in turn could spell more words than the English children. Furthermore, the youngest Albanian children outperformed same-age English and Welsh children in the Phoneme Deletion task and Nonword Spelling. English children, however, were extremely fast and accurate on the Wordchains task, whereas Albanian children were not. These results suggest that children acquire spelling faster the more transparent the orthography, and that shallow orthographies promote a fine-grained level of phonological awareness in young children. Deep orthographies encourage children to rely more on strategies based on word-level orthographic representations. Finally, regression analyses, revealed that phonological skills predicted early reading ability of Albanian and Welsh children only. Orthographic skills predicted skilled reading, however, the contribution of these skills was much stronger for the older English group. In spelling, phonological skills were the only predictor in Albanian across the three age groups. For the English sample, phonological skills predicted early spelling and orthographic skills were the best predictors of spelling ability in older children. The Welsh age-groups showed mixed patterns. These findings, suggest the contribution of phonological and orthographic skills to reading and spelling development is dependent on orthographic transparency.
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Fern-Pollak, Liory. „Cognitive processes and neural correlates of reading in languages with graded levels of orthographic transparency : Spanish, English and Hebrew“. Thesis, Brunel University, 2008. http://bura.brunel.ac.uk/handle/2438/3591.
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This thesis examined the cognitive processes and neural correlates involved in reading Spanish (a transparent orthography), English (an intermediate orthography) and Hebrew (an opaque orthography) by bilinguals and trilinguals. The main objectives of the five experiments were to: (i) extend previous findings which demonstrated that orthographic transparency influences the degree of reliance on lexical and sublexical processing, and (ii) assess the effects of orthographic transparency and language proficiency on strategies employed for reading in a second and third language. Word/non-word naming tasks undertaken by Spanish-English bilinguals, Hebrew-English bilinguals and English monolinguals, where frequency, length and lexicality were manipulated, showed a predominant reliance on sublexical processing in Spanish, lexical processing in Hebrew, and a balanced interplay in English. Effects of language proficiency were also observed as slower naming and lower accuracy in English as a second language. Concurrently, while showing an efficient adaptation of reading strategy to the level of orthographic transparency of English, Hebrew bilinguals appeared to show stronger reliance on sublexical processing than Spanish bilinguals, suggesting a compensatory mechanism. fMRI experiments showed that reading in all languages was associated with a common network of predominantly left-lateralised cerebral regions. Reading in each language was associated with some preferential activation within regions implicated in lexical and sublexical processing, in keeping with their graded levels of orthographic transparency. Effects of language proficiency were demonstrated as increased activation within medial frontal regions implicated in attentional processes as well as right-lateralised homologous language-processing regions. Furthermore, the patterns of activation seen in Hebrew readers in English strengthened the notion of a compensatory mechanism. Finally, a trilingual experiment replicated findings observed in bilinguals, revealed the acute complexity of reading in Hebrew as an additional language and further strengthened the concept of a compensatory mechanism in English and Spanish. The present findings further contribute to current knowledge on teaching methods, diagnostic tools and therapeutic strategies for developmental and acquired reading disorders.
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Seijsing, Emma, und Maria Martin. „Stavning i årskurs 3 : En jämförelse av elevtexter skrivna av elever i och utan lässvårigheter“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80324.
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Studiens syfte var att undersöka stavningen i 20 elevtexter skrivna av elever som antingen var i eller utan lässvårigheter när de gick i årskurs 2. Undersökningen fokuserade på stavningens korrekthet och olika typer av stavfel samt jämförde likheter och skillnader mellan texterna skrivna av elever i och utan lässvårigheter. Materialet bestod av elevtexter som skrevs under den fria narrativa skrivuppgiften i det nationella ämnesprovet i svenska i årskurs 3. Tio av elevtexterna var skrivna av elever som var i lässvårigheter i årskurs 2 och tio texter var skrivna av elever utan lässvårigheter i årskurs 2. För att kunna besvara studiens första forskningsfråga skapades frekvenslistor som presenterade antalet korrekt och inkorrekt stavade ord. För att kunna besvara studiens andra forskningsfråga användes analysmetoden Spelling Sensitivity Score (Masterson & Apel, 2010) där varje ord i elevtexterna analyserades med avseende på korrektheten i fonem-grafem-korrespondensen genom poängsättning från 3–0. Ett korrekt stavat fonem fick 3 poäng. Fonologiska stavfel tilldelades 2 poäng, ortografiska stavfel 1 poäng och utelämnade/tillagda grafem 0 poäng. Resultaten visade att eleverna utan lässvårigheter skrev texter med en signifikant större andel korrekt stavade ord än eleverna i lässvårigheter och att eleverna i lässvårigheter skrev texter som innehöll en signifikant större andel fonologiska stavfel än eleverna utan lässvårigheter. Vidare visade resultaten att texterna skrivna av eleverna utan lässvårigheter uppvisade en marginellt större andel ortografiska stavfel och utelämnade eller extra tillagda grafem än texterna skrivna av elever i lässvårigheter. Sammantaget antyder våra resultat att det är viktigt att stärka den fonologiska medvetenheten hos elever i lässvårigheter för att utveckla deras stavningsförmåga.
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Sanders, Rindra. „Numérisation 3D d'objets transparents par polarisation dans l'IR et par triangulation dans l'UV“. Thesis, Dijon, 2011. http://www.theses.fr/2011DIJOS039/document.
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Les travaux présentés dans ce mémoire portent sur l'étude, la conception et le développement de deux nouveaux prototypes de reconstruction tridimensionnelle, spécifique aux objets transparents. La numérisation 3D d'objets opaques est abondamment traitée dans la littérature et de nombreux systèmes sont d'ailleurs commercialisés. Cependant, lorsqu'il s'agit de la numérisation 3D d'objets transparents, les publications se font rares et aucun système de scanning n'existe sur le marché. La technique de numérisation de surfaces transparentes demeure compliquée et non maîtrisée à l'heure actuelle. L'opacification de la surface avant le scanning s'avère être la solution retenue dans le domaine du contrôle qualité. Néanmoins, cette alternative n'est pas optimale en raison du coût de traitements et du manque de précision éventuellement engendré. Afin de solutionner les problèmes de la numérisation d'objets transparents, nous avons développé deux approches dites non conventionnelles en étendant les méthodes existantes (dans le visible) aux longueurs d'onde dans lesquelles les sujets apparaissent opaques (IR et UV). Les deux méthodes de mesure sans contact retenues sont : - la reconstruction par polarisation dans l'IR, en vue de s'affranchir des problèmes d'inter-réflexions; - le scanning par laser UV, pour satisfaire les contraintes industrielles (précision, rapidité et coût) tout en résolvant de manière efficace le problème de réfraction. La première approche est fondée sur la réflexion spéculaire de l'objet dans l'IR tandis que la seconde exploite la propriété de l'objet à fluorescer sous l'irradiation UV. L'inexistence des lentilles télécentriques dans l'IR nous a conduits à adapter la reconstruction par polarisation dans l'IR à l'aide d'une lentille non télécentrique. Pour ce faire, une méthode d'approximation du modèle orthographique a été développée et une méthode de validation visant à améliorer la précision des résultats a été en outre intégrée dans le processus de reconstruction après l'étape d'estimation des paramètres de Stokes. Nos résultats sont très satisfaisants et attestent la faisabilité de la reconstruction par polarisation dans l'IR. Quatre configurations de système de scanning par triangulation ont été déployées afin d'exploiter la propriété de fluorescence des objets transparents irradiés sous un rayonnement UV. Des expérimentations visant à caractériser la fluorescence induite à la surface des objets considérés et à vérifier l'éligibilité de notre approche ont été menées. Les mesures spectroscopiques nous ont permis d'élaborer des critères de "tracking" (détection et localisation) des points fluorescents en présence des bruits inhérents à l'acquisition. Nous avons également mis au point des méthodes de validation des paramètres du modèle de reconstruction 3D estimés lors de la calibration, permettant ainsi d'optimiser la configuration du système de scanning. Les méthodes de "tracking" et de validation ont contribué considérablement à l'amélioration de la précision des résultats. Par ailleurs, la précision obtenue n'a jamais été atteinte au regard de ce que l'on trouve dans la littératureTwo non-conventional methods for the 3D digitization of transparent objects via non-contact measurement are reported in this thesis. 3D digitization is a well acknowledged technique for opaque objects and various commercial solutions based on different measurement approaches are available in the market offering different types of resolution at different prices. Since these techniques require a diffused or lambertian surface, their application to transparent surfaces fails. Indeed, rays reflected by the transparent surface are perturbed by diverse inter-reflections induced by the refractive properties of the object. Therefore, in industrial applications like quality control, the transparent objects are powder coated followed by their digitization. However, this method is expensive and can also produce inaccuracies. Among the rare methods suggested in the literature, shape from polarization provides reliable results even though their accuracy had to be improved by coping with the inter-reflections. The two proposed solutions handle the extension of the existing methods to wavelengths beyond visible ranges: - shape from polarization in Infra Red (IR) range to deal with the above-mentioned inter-reflections; - scanning by Ultra Violet (UV) laser (based on triangulation scheme) to overcome the refraction problem that can be feasibly applied in industrial applications. The characteristic physical properties of transparent objects led us to explore the IR and UV ranges; since, transparent glass has strong absorption bands in the IR and UV ranges and therefore has opaque appearance. The first approach exploits the specular reflection of the considered object surface in IR and the second one exploits the fluorescence property of the object when irradiated with UV rays. Shape from polarization traditionally based on telecentric lenses had to be adapted with non-telecentric lenses to be used in the IR range. Thus, an approximation of the orthographic model is developed in this thesis while a validation method is implemented and integrated in the reconstruction process after Stokes parameters estimation, in order to improve the accuracy of the results. Some results of digitized objects are presented, which prove the feasibility of the shape from polarization method in the IR range to be used for transparent objects. A total of four configurations of the triangulation system are implemented in this thesis to exploit fluorescence produced by the UV laser scanning of the second approach. Experimental investigations aimed at characterizing the fluorescence are done. A specific fluorescence tracking method is carried out to deal with the inherent noise in the acquisitions. The uniqueness of the method relies on the criteria that are derived from the analysis of spectroscopic results. A validation method is made to optimize the configuration system while reducing the accuracy of reconstruction error. The results of some object digitization are presented with accuracies better than previously reported works
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Kim, Hoyoung. „Conceptual expression and depictive opacity: Changing attitudes towards architectural drawings between 1960 and 1990“. Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54363.
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This dissertation is a study of a remarkable change that came about in the kind of drawings that architects used to present their work between the decades of 1960 and 1990. Drawings in this period, visually rich and compositionally complex, seemed to mark an entirely new sensibility towards their function; their goal seemed to be not so much to clearly depict the forms of a proposed building, but to instead focus on its conceptual aspects. In fact, in several cases, drawings seemed to be treated as graphic projects in their own right, over and above the work they presented. This trend was accompanied by two other developments. Around the same time, there was a sudden increase in theoretical interest in drawings within the architectural community leading to a flurry of published articles, essays and books on the topic. And all this happened to coincide with the time that the Postmodern movement came to dominate architecture. The study aims to understand the relationship between these trends, and to develop a better understanding of the reasons for these changes to have occurred. It does so by, first, developing a theoretical framework to help understand the nature and impact of the changes in drawings. Next, it presents a detailed historical account of these changes. This is followed by an in-depth study of a single architect, James Stirling, to show how the new types of drawings were not simply a means to present ideas, but played a formative role in design as well. Apart from developing a contextualized historical account of an important development in contemporary architectural history, the study also finds that the change in the drawing practice and the theoretical interests were not simply an outcome of Postmodern cultural theory of the period, but were instigated by concerns that arose from within architecture itself. It thus offers a useful case-study on how changes in disciplinary practice are brought about.
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Erdener, Dogu. „The effect of auditory, visual and orthographic information on second language acquisition“. Thesis, 2002. http://handle.uws.edu.au:8081/1959.7/685.
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The current study investigates the effect of auditory and visual speech information and orthographic information on second/foreign language (L2) acquisition. To test this, native speakers of Turkish (a language with a transparent orthography) and native speakers of Australian English (a language with an opaque orthography) were exposed to Spanish (transparent orthography) and Irish (opaque orthography) legal non-word items in four experimental conditions: auditory-only, auditory-visual, auditory-orthographic, and auditory-visual-orthographic. On each trial, Turkish and Australian English speakers were asked to produce each Spanish and Irish legal non-words. In terms of phoneme errors it was found that Turkish participants generally made less errors in Spanish than their Australian counterparts, and visual speech information generally facilitated performance. Orthographic information had an overriding effect such that there was no visual advantage once it was provided. In the orthographic conditions, Turkish speakers performed better than their Australian English counterparts with Spanish items and worse with Irish terms. In terms of native speakers' ratings of participants' productions, it was found that orthographic input improved accent. Overall the results confirm findings that visual information enhances speech production in L2 and additionally show the facilitative effects of orthographic input in L2 acquisition as a function of orthographic depth. Inter-rater reliability measures revealed that the native speaker rating procedure may be prone to individual and socio-cultural influences that may stem from internal criteria for native accents. This suggests that native speaker ratings should be treated with caution.
Bücher zum Thema "Transparent orthography"
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Gambarage, Joash J. Unmasking the Bantu Orthographic Vowels. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0019.
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Bantu vowel phonemes are reflexes of the Proto-Bantu seven-vowel system /*i *ɪ * ε *a *ɔ *ʊ *u/. While lax high vowels were supplanted in some systems because of vowel mergers in the first two degrees /*i *ɪ/ and /*u *ʊ/, lax mid vowels / ε ɔ/ are attested across most Bantu languages either underlyingly or at surface. Widespread use of roman orthographic vowels has left the phonemic status of mid vowels fuzzy. Here the orthography is treated as a “mask” disguising the phonetic quality of vowels, to be “unmasked” with the help of proper documentation and description. With examples from endangered Bantu languages of Tanzania and from Swahili current vowel documentation methodologies and theoretical approaches for unmasking are discussed. The distribution of mid vowels is characterized with a theory of markedness which contributes to understanding why lax mid vowels may be either triggers or targets of harmony and why a low vowel may be opaque or transparent to harmony.
Buchteile zum Thema "Transparent orthography"
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Jiménez González, J. E. „Reading Disabilities in a Language with Transparent Orthography“. In Basic Functions of Language, Reading and Reading Disability, 251–64. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_15.
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Pietras, Izabela, und Marta Łockiewicz. „The Development of Reading and Spelling in Polish: A Semi-transparent Orthography“. In Literacy Studies, 203–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38811-9_13.
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Erdener, Doğu. „Second Language Instruction“. In Advances in Educational Technologies and Instructional Design, 105–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch005.
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Speech perception has long been taken for granted as an auditory-only process. However, it is now firmly established that speech perception is an auditory-visual process in which visual speech information in the form of lip and mouth movements are taken into account in the speech perception process. Traditionally, foreign language (L2) instructional methods and materials are auditory-based. This chapter presents a general framework of evidence that visual speech information will facilitate L2 instruction. The author claims that this knowledge will form a bridge to cover the gap between psycholinguistics and L2 instruction as an applied field. The chapter also describes how orthography can be used in L2 instruction. While learners from a transparent L1 orthographic background can decipher phonology of orthographically transparent L2s –overriding the visual speech information – that is not the case for those from orthographically opaque L1s.
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„Reading Acquisition in a Transparent Orthography: The Case of Dutch“. In Reading - From Words to Multiple Texts, 48–65. Routledge, 2012. http://dx.doi.org/10.4324/9780203131268-7.
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Raman, Ilhan. „The Role of Context on Age of Acquisition Effect“. In Psycholinguistics and Cognition in Language Processing, 19–48. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4009-0.ch002.
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Processes involved in converting print to sound are reported to be flexible and under the strategic control of skilled readers even in transparent orthographies. In this respect, word frequency effect, regularity, and lexicality have been the topic of much research and debate in understanding how context is involved in the emergence of strategies. However, whether age of acquisition (AoA) effects are influenced by context and under the strategic control of readers have yet to be established. A series of single-word naming experiments addresses this issue and examines the role of filler type critically manipulated on lexicality, frequency, and imageability on the size of AoA effect in word naming in an entirely transparent orthography. Overall, results, which are discussed within the current theoretical frameworks, suggest that context plays a significant role on AoA.
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Soriano, Manuel, und Ana Miranda. „Developmental dyslexia in a transparent orthography: A study of Spanish dyslexic children“. In Advances in Learning and Behavioral Disabilities, 95–114. Emerald Group Publishing Limited, 2010. http://dx.doi.org/10.1108/s0735-004x(2010)0000023006.
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„The Role of Orthographic and Semantic Transparency of the Base Morpheme in Morphological Processing“. In Morphological Aspects of Language Processing, 127–48. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203773291-13.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Transparent orthography"
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Chernova, D. A., S. V. Alexeeva und N. A. Slioussar. „WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS“. In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.
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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.