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Journal articles on the topic 'Orthographic-semantic patterns'
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1
O’Connor, Megan, Esther Geva, and Poh Wee Koh. "Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens." Journal of Learning Disabilities 52, no. 3 (November 28, 2018): 232–46. http://dx.doi.org/10.1177/0022219418815646.
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This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed.
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DEACON, S. HÉLÈNE, and DILYS LEUNG. "Testing the statistical learning of spelling patterns by manipulating semantic and orthographic frequency." Applied Psycholinguistics 34, no. 6 (August 14, 2012): 1093–108. http://dx.doi.org/10.1017/s0142716412000173.
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ABSTRACTThis study tested the diverging predictions of recent theories of children's learning of spelling regularities. We asked younger (Grades 1 and 2) and older (Grades 3 and 4) elementary school–aged children to choose the correct endings for words that varied in their morphological structure. We tested the impacts of semantic frequency by including three types of words ending in -er: derived and inflected forms, the first of which are far more frequent across the language, and one-morpheme control forms. Both younger and older children were more likely to choose the correct ending for derived forms over one-morpheme control words. This difference emerged for inflected forms only for the older children. We also tested the impacts of orthographic frequency by contrasting performance on the two derived allomorphs -er and -or, the first of which is far more frequent, and comparison one-morpheme forms. Both younger and older children were more likely to choose the correct spelling for the derivational -er over the same letter pattern in control words. This difference did not emerge in either group for the -or ending. The implications of these findings for current models of children's spelling development are discussed.
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METUKI, NILI, SHANI SINKEVICH, and MICHAL LAVIDOR. "Lateralization of semantic processing is shaped by exposure to specific mother tongues: The case of insight problem solving by bilingual and monolingual native Hebrew speakers." Bilingualism: Language and Cognition 16, no. 4 (February 15, 2013): 900–913. http://dx.doi.org/10.1017/s1366728913000023.
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Solving insight problems is a complex task found to involve coarse semantic processing in the right hemisphere when tested in English. In Hebrew, the left hemisphere (LH) may be more active in this task, due to the inter-hemispheric interaction between semantic, phonological and orthographic processing. In two Hebrew insight problems experiments, we revealed a performance advantage in the LH, in contrast to the patterns previously observed in English. A third experiment, conducted in English with early Hebrew–English bilinguals, confirmed that the LH advantage found with Hebrew speakers does not depend on specific task requirements in Hebrew. We suggest that Hebrew speakers show redundancy between the hemispheres in coarse semantic processing in handling frequent lexical ambiguities stemming from the orthographic structure in Hebrew. We further suggest that inter-hemispheric interactions between linguistic and non-linguistic processes may determine the hemisphere in which coarse coding will take place. These findings highlight the possible effect of exposure to a specific mother tongue on the lateralization of processes in the brain, and carries possible theoretical and methodological implications for cross-language studies.
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Narasimhan, Karthik, Regina Barzilay, and Tommi Jaakkola. "An Unsupervised Method for Uncovering Morphological Chains." Transactions of the Association for Computational Linguistics 3 (December 2015): 157–67. http://dx.doi.org/10.1162/tacl_a_00130.
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Most state-of-the-art systems today produce morphological analysis based only on orthographic patterns. In contrast, we propose a model for unsupervised morphological analysis that integrates orthographic and semantic views of words. We model word formation in terms of morphological chains, from base words to the observed words, breaking the chains into parent-child relations. We use log-linear models with morpheme and word-level features to predict possible parents, including their modifications, for each word. The limited set of candidate parents for each word render contrastive estimation feasible. Our model consistently matches or outperforms five state-of-the-art systems on Arabic, English and Turkish.
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Drew, Ruby L., and Cynthia K. Thompson. "Model-Based Semantic Treatment for Naming Deficits in Aphasia." Journal of Speech, Language, and Hearing Research 42, no. 4 (August 1999): 972–89. http://dx.doi.org/10.1044/jslhr.4204.972.
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An interactive activation model for picture naming was used to guide treatment of a semantic-level deficit in 4 individuals with aphasia and severe picture-naming problems. Participants exhibited a profile consistent with Broca's aphasia with severe naming deficits, part of which was attributable to a semantic impairment based on testing of the lexical system. A semantic-based treatment was used to train naming of nouns in two semantic categories using a single-participant multiple baseline across behaviors and participants. Additional treatment, which included orthographic and phonological information about target words, then was applied. Treatment responses and error patterns demonstrated that semantic treatment resulted in improved naming of both trained and untrained items for 2 of 4 participants. Two participants did not show improved naming until treatment emphasizing the phonological form of the word was provided. This study demonstrates the utility of using an interactive activation model to plan treatment based on levels of disruption in the lexical processing system.
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Chen, Yuanyuan, Matthew H. Davis, Friedemann Pulvermüller, and Olaf Hauk. "Early Visual Word Processing Is Flexible: Evidence from Spatiotemporal Brain Dynamics." Journal of Cognitive Neuroscience 27, no. 9 (September 2015): 1738–51. http://dx.doi.org/10.1162/jocn_a_00815.
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Visual word recognition is often described as automatic, but the functional locus of top–down effects is still a matter of debate. Do task demands modulate how information is retrieved, or only how it is used? We used EEG/MEG recordings to assess whether, when, and how task contexts modify early retrieval of specific psycholinguistic information in occipitotemporal cortex, an area likely to contribute to early stages of visual word processing. Using a parametric approach, we analyzed the spatiotemporal response patterns of occipitotemporal cortex for orthographic, lexical, and semantic variables in three psycholinguistic tasks: silent reading, lexical decision, and semantic decision. Task modulation of word frequency and imageability effects occurred simultaneously in ventral occipitotemporal regions—in the vicinity of the putative visual word form area—around 160 msec, following task effects on orthographic typicality around 100 msec. Frequency and typicality also produced task-independent effects in anterior temporal lobe regions after 200 msec. The early task modulation for several specific psycholinguistic variables indicates that occipitotemporal areas integrate perceptual input with prior knowledge in a task-dependent manner. Still, later task-independent effects in anterior temporal lobes suggest that word recognition eventually leads to retrieval of semantic information irrespective of task demands. We conclude that even a highly overlearned visual task like word recognition should be described as flexible rather than automatic.
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Chan, Lily, and Terezinha Nunes. "Children's understanding of the formal and functional characteristics of written Chinese." Applied Psycholinguistics 19, no. 1 (January 1998): 115–31. http://dx.doi.org/10.1017/s0142716400010614.
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AbstractChinese script is often viewed as an exception to the processes of language learning in that it is presumed to be learned by rote. However, recent psycholinguistic investigations describing the formal and functional constraints of Chinese script have offered a new direction for a cognitive analysis of its acquisition. We investigated children's understanding of the formal and functional aspects of written Chinese in a task of judgment of orthographic acceptability and a creative spelling task. The formal constraint we examined was the fixed position of stroke patterns and their function as either a semantic radical (giving a clue to meaning) or a phonological component (giving a clue to pronunciation). The children (aged 4 to 9) attended either kindergarten or primary school in Hong Kong. Our results indicated that 6-year-olds could already use the positional rule to reject nonwords (which violate the formal constraint of position) as unacceptable, whereas pseudowords (which do not violate this constraint) were judged as acceptable. Significant effects of age and orthographic acceptability were observed. The task of creative writing replicated this trend and showed that, from age 6, the children were able to use semantic radicals to represent meaning. However, a more systematic use of phonological components as a clue to pronunciation was observed only among 9-year-olds. We conclude that learning to read and write in Chinese is not simply accomplished by the rote memorization of individual characters: rather, as children progress in learning, they develop an understanding of the underlying rules of written Chinese.
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Vanlangendonck, Flora, David Peeters, Shirley-Ann Rueschemeyer, and Ton Dijkstra. "Mixing the stimulus list in bilingual lexical decision turns cognate facilitation effects into mirrored inhibition effects." Bilingualism: Language and Cognition 23, no. 4 (November 27, 2019): 836–44. http://dx.doi.org/10.1017/s1366728919000531.
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AbstractTo test the BIA+ and Multilink models’ accounts of how bilinguals process words with different degrees of cross-linguistic orthographic and semantic overlap, we conducted two experiments manipulating stimulus list composition. Dutch–English late bilinguals performed two English lexical decision tasks including the same set of cognates, interlingual homographs, English control words, and pseudowords. In one task, half of the pseudowords were replaced with Dutch words, requiring a ‘no’ response. This change from pure to mixed language list context was found to turn cognate facilitation effects into inhibition. Relative to control words, larger effects were found for cognate pairs with an increasing cross-linguistic form overlap. Identical cognates produced considerably larger effects than non-identical cognates, supporting their special status in the bilingual lexicon. Response patterns for different item types are accounted for in terms of the items’ lexical representation and their binding to ‘yes’ and ‘no’ responses in pure vs mixed lexical decision.
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Cosentino, Gianluca. "Die Integration prosodischen und syntaktischen Wissens bei der Ermittlung der Textkohärenz im schriftlichen Textverstehen." Linguistik Online 117, no. 5 (December 9, 2022): 23–47. http://dx.doi.org/10.13092/lo.117.9041.
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Reading is a highly complex cognitive process. From a neurobiological point of view, it involves at least six linguistic sub-competences including orthographic, semantic, syntactic, phonetic and prosodic competence. Each of these skills is required of the reader to extract different types of information from the text, ranging from the perceptual and the syntactic to the lexical and pragmasemantic one. Based on the main results of cognitive-oriented research on text and reading, this paper illustrates how prosodic competence, combined with formal coherence patterns, can be considered and employed as a reading strategy, enabling the reader to progressively grasp the meanings of a text. In the first part particular attention will be paid to the description of the syntax-prosody interface as well as of its function as a means of encoding of information structure in German. With regard to the teaching of German as a foreign language, the second part of the paper will present a method to train intonational reading. This approach aims to raise foreign language readers’ awareness of prosodic features of written texts and to introduce them to melodic patterns which can be encountered while reading. Such a practical training may prove to be advantageous, as the most typical and apparently “uncorrectable” errors committed by foreign language learners when speaking and reading German texts are almost always related to the domains of phonology and prosody.
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Muñoz-Basols, Javier, and Danica Salazar. "Cross-linguistic lexical influence between English and Spanish." Spanish in Context 13, no. 1 (April 14, 2016): 80–102. http://dx.doi.org/10.1075/sic.13.1.04mun.
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This article focuses on the cross-linguistic lexical influence between English and Spanish. We begin by redefining the concept of cross-linguistic lexical influence as the impact that two or more languages have on each other’s vocabulary. We then present a brief chronological survey of Hispanicisms in English and Anglicisms in Spanish, taking the Oxford English Dictionary (OED) and the Diccionario de la lengua española (DRAE) as the main sources, and examine some of the factors that affect the patterns of word interchange between these two languages. We argue that the historical and social milieu, mass media, information technology, prevailing attitudes to foreignisms, and the stance taken by dictionaries and official linguistic policy condition which words are borrowed, affect the phonological, orthographic and semantic forms of these borrowings, and impact the degree of their integration in the receiving language. The present study is the first to offer a cross-linguistic (bilateral) perspective on lexical borrowing, a novel approach that is of particular interest given the contrasting philosophical differences governing language policy and lexicographic traditions in English and Spanish. It demonstrates the importance of adopting a comparative approach in the study of lexical influence between languages.
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Hagoort, Peter, Peter Indefrey, Colin Brown, Hans Herzog, Helmuth Steinmetz, and Rüdiger J. Seitz. "The Neural Circuitry Involved in the Reading of German Words and Pseudowords: A PET Study." Journal of Cognitive Neuroscience 11, no. 4 (July 1999): 383–98. http://dx.doi.org/10.1162/089892999563490.
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Silent reading and reading aloud of German words and pseudowords were used in a PET study using (15O) butanol to examine the neural correlates of reading and of the phonological conversion of legal letter strings, with or without meaning. The results of 11 healthy, right-handed volunteers in the age range of 25 to 30 years showed activation of the lingual gyri during silent reading in comparison with viewing a fixation cross. Comparisons between the reading of words and pseudo-words suggest the involvement of the middle temporal gyri in retrieving both the phonological and semantic code for words. The reading of pseudowords activates the left inferior frontal gyrus, including the ventral part of Broca's area, to a larger extent than the reading of words. This suggests that this area might be involved in the sublexical conversion of orthographic input strings into phonological output codes. (Pre)motor areas were found to be activated during both silent reading and reading aloud. On the basis of the obtained activation patterns, it is hypothesized that the articulation of high-frequency syllables requires the retrieval of their concomitant articulatory gestures from the SMA and that the articulation of low-frequency syllables recruits the left medial premotor cortex.
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Saetzianovna Khakimzianova, Alsu, Asiya Mirgasimovna Ilyasova, and Bulat Ildarovich Fakhrutdinov. "CONTENT AND ORGANIZATION OF TEACHING ORTHOGRAPHY AS ONE OF THE COMPONENTS OF WRITTEN SPEECH (ON THE EXAMPLE OF ENGLISH)." Humanities & Social Sciences Reviews 7, no. 6 (November 20, 2019): 242–46. http://dx.doi.org/10.18510/hssr.2019.7644.
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Purpose of the study: This article proposes a system for teaching English spelling as one of the aspects of mastering a word, i.e. mastering the acoustic, semantic, functional, and graphic-orthographic sides of a word. The task of the given research is considering the operational content of the process of re-encrypting audio signals into alphabetic, i.e. act of writing itself, as one of the components of writing.
Methodology: The analysis of the process of replacing acoustic signals with letters in the act of writing in order to identify its structure is based on scientific ideas about the patterns of functioning of the speech mechanism, of which the act of writing itself is a part. The content of learning activities in mastering English spelling includes sets of actions for both teachers and students. The approximate stage in the activity of mastering English spelling begins with the presentation of a visual image of previously orally worked out words.
Results: After identifying signs of learning difficulties in a graphic orthographic form of the words being acquired, a kind of problem situation is created, i.e. there is a need to choose actions that would most effectively overcome difficulties. The teacher helps and guides this choice. Teaching orientation in educational material, training individual actions and inclusion of acquired words in written speech activity are recognized as the main stages in such training. The authors actualize the need for specially organized didactic processes - learning steps that together form a learning activity, which is a way to form the mechanisms on which the act of writing is based.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Content and Organization of Teaching Orthography as one of the Components of Written Speech is presented in a comprehensive and complete manner.
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Proverbio, Alice Mado, Barbara Čok, and Alberto Zani. "Electrophysiological Measures of Language Processing in Bilinguals." Journal of Cognitive Neuroscience 14, no. 7 (October 1, 2002): 994–1017. http://dx.doi.org/10.1162/089892902320474463.
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The aim of the present study was to investigate how multiple languages are represented in the human brain. Event-related brain potentials (ERPs) were recorded from right-handed polyglots and monolinguals during a task involving silent reading. The participants in the experiment were nine Italian monolinguals and nine Italian/Slovenian bilinguals of a Slovenian minority in Trieste; the bilinguals, highly fluent in both languages, had spoken both languages since birth. The stimuli were terminal words that would correctly complete a short, meaningful, previously shown sentence, or else were semantically or syntactically incorrect. The task consisted in deciding whether the sentences were well formed or not, giving the response by pressing a button. Both groups read the same set of 200 Italian sentences to compare the linguistic processing, while the bilinguals also received a set of 200 Slovenian sentences, comparable in complexity and length, to compare the processing of the two languages within the group. For the bilinguals, the ERP results revealed a strong, left-sided activation, reflected by the N1 component, of the occipito-temporal regions dedicated to orthographic processing, with a latency of about 150 msec for Slovenian words, but bilateral activation of the same areas for Italian words, which was also displayed by topographical mapping. In monolinguals, semantic error produced a long-lasting negative response (N2 and N4) that was greater over the right hemisphere, whereas syntactic error activated mostly the left hemisphere. Conversely, in the bilinguals, semantic incongruence resulted in greater response over the left hemisphere than over the right. In this group, the P615 syntactical error responses were of equal amplitude on both hemispheres for Italian words and greater on the right side for Slovenian words. The present findings support the view that there are inter- and intrahemispheric brain activation asymmetries when monolingual and bilingual speakers comprehend written language. The fact that the bilingual speakers in the present study were highly fluent and had acquired both languages in early infancy suggests that the brain activation patterns do not depend on the age of acquisition or the fluency level, as in the case of late, not-so-proficient L2 language learners, but on the functional organization of the bilinguals' brain due to polyglotism and based on brain plasticity.
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Bermúdez-Margaretto, Beatriz, David Beltrán, Yury Shtyrov, Alberto Dominguez, and Fernando Cuetos. "Neurophysiological Correlates of Top-Down Phonological and Semantic Influence during the Orthographic Processing of Novel Visual Word-Forms." Brain Sciences 10, no. 10 (October 9, 2020): 717. http://dx.doi.org/10.3390/brainsci10100717.
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The acquisition of new vocabulary is usually mediated by previous experience with language. In the visual domain, the representation of orthographically unfamiliar words at the phonological or conceptual levels may facilitate their orthographic learning. The neural correlates of this advantage were investigated by recording EEG activity during reading novel and familiar words across three different experiments (n = 22 each), manipulating the availability of previous knowledge on the novel written words. A different pattern of event-related potential (ERP) responses was found depending on the previous training, resembling cross-level top-down interactive effects during vocabulary acquisition. Thus, whereas previous phonological experience caused a modulation at the post-lexical stages of the visual recognition of novel written words (~520 ms), additional semantic training influenced their processing at a lexico-semantic stage (~320 ms). Moreover, early lexical differences (~180 ms) elicited in the absence of previous training did not emerge after both phonological and semantic training, reflecting similar orthographic processing and word-form access.
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Mora-Marín, David F. "THE CASCAJAL BLOCK: NEW LINE DRAWING, DISTRIBUTIONAL ANALYSIS, AND ORTHOGRAPHIC PATTERNS." Ancient Mesoamerica 31, no. 2 (2020): 210–29. http://dx.doi.org/10.1017/s0956536119000270.
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AbstractThis paper studies the Cascajal Block, a serpentinite artifact with an Olmec text dating to ca. 1000–900 b.c. (Rodríguez Martínez et al. 2006a). It introduces a new line drawing made possible by the detailed documentation carried out by Carrasco and Englehardt, presents a distributional analysis of the inscription in order to assess the sign inventory proposed by Rodríguez Martínez et al. (2006a) and revised by Mora-Marín (2009), and, most significantly, suggests that certain irregularities in the patterns of sign co-occurrence raised by previous authors (Justeson 2012; Macri 2006) are consistent with spelling practices in logosyllabic scripts, showing that the script is linguistically motivated. The work by Carrasco and Englehardt (2015) on the identification and analysis of sign pairings as likely diphrastic kennings is highlighted as crucial to establishing semantic controls needed for any attempt at decipherment; a new, repeated pairing is proposed, consisting of the PELT-PAW signs. Finally, this paper assesses how the various models for the reading formatting and direction of the text could impact the proposed hypotheses.
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YANG, JIANFENG, HUA SHU, BRUCE D. McCANDLISS, and JASON D. ZEVIN. "Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling." Bilingualism: Language and Cognition 16, no. 2 (September 14, 2012): 354–66. http://dx.doi.org/10.1017/s1366728912000296.
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Learning to read in any language requires learning to map among print, sound and meaning. Writing systems differ in a number of factors that influence both the ease and the rate with which reading skill can be acquired, as well as the eventual division of labor between phonological and semantic processes. Further, developmental reading disability manifests differently across writing systems, and may be related to different deficits in constitutive processes. Here we simulate some aspects of reading acquisition in Chinese and English using the same model for both writing systems. The contribution of semantic and phonological processing to literacy acquisition in the two languages is simulated, including specific effects of phonological and semantic deficits. Further, we demonstrate that similar patterns of performance are observed when the same model is trained on both Chinese and English as an “early bilingual”. The results are consistent with the view that reading skill is acquired by the application of statistical learning rules to mappings among print, sound and meaning, and that differences in the typical and disordered acquisition of reading skill between writing systems are driven by differences in the statistical patterns of the writing systems themselves, rather than differences in cognitive architecture of the learner.
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Hermena, Ehab W., Eida J. Juma, and Maryam AlJassmi. "Parafoveal processing of orthographic, morphological, and semantic information during reading Arabic: A boundary paradigm investigation." PLOS ONE 16, no. 8 (August 2, 2021): e0254745. http://dx.doi.org/10.1371/journal.pone.0254745.
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Evidence shows that skilled readers extract information about upcoming words in the parafovea. Using the boundary paradigm, we investigated native Arabic readers’ processing of orthographic, morphological, and semantic information available parafoveally. Target words were embedded in frame sentences, and prior to readers fixating them, one of the following previews were made available: (a) Identity preview; (b) Preview that shared the pattern morpheme with the target; (c) Preview that shared the root morpheme with the target; (d) Preview that was a synonym with the target word; (e) Preview with two of the root letters were transposed thus creating a new root, while preserving all letter identities of the target; (f) Preview with two of the root letters were transposed thus creating a pronounceable pseudo root, while also preserving all letter identities of the target; and (g) Previews that was unrelated to the target word and shared no information with it. The results showed that identity, root-preserving, and synonymous preview conditions yielded preview benefit. On the other hand, no benefit was obtained from the pattern-preserving previews, and significant disruption to processing was obtained from the previews that contained transposed root letters, particularly when this letter transposition created a new real root. The results thus reflect Arabic readers’ dependance on morphological and semantic information, and suggest that these levels of representation are accessed as early as orthographic information. Implications for theory- and model-building, and the need to accommodate early morphological and semantic processing activities in more comprehensive models are further discussed.
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Lee, Brittany, Gabriela Meade, Katherine J. Midgley, Phillip J. Holcomb, and Karen Emmorey. "ERP Evidence for Co-Activation of English Words during Recognition of American Sign Language Signs." Brain Sciences 9, no. 6 (June 21, 2019): 148. http://dx.doi.org/10.3390/brainsci9060148.
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Event-related potentials (ERPs) were used to investigate co-activation of English words during recognition of American Sign Language (ASL) signs. Deaf and hearing signers viewed pairs of ASL signs and judged their semantic relatedness. Half of the semantically unrelated signs had English translations that shared an orthographic and phonological rime (e.g., BAR–STAR) and half did not (e.g., NURSE–STAR). Classic N400 and behavioral semantic priming effects were observed in both groups. For hearing signers, targets in sign pairs with English rime translations elicited a smaller N400 compared to targets in pairs with unrelated English translations. In contrast, a reversed N400 effect was observed for deaf signers: target signs in English rime translation pairs elicited a larger N400 compared to targets in pairs with unrelated English translations. This reversed effect was overtaken by a later, more typical ERP priming effect for deaf signers who were aware of the manipulation. These findings provide evidence that implicit language co-activation in bimodal bilinguals is bidirectional. However, the distinct pattern of effects in deaf and hearing signers suggests that it may be modulated by differences in language proficiency and dominance as well as by asymmetric reliance on orthographic versus phonological representations.
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Boumaraf, Assia, Sonia Bekal, and Joël Macoir. "The Orthographic Ambiguity of the Arabic Graphic System: Evidence from a Case of Central Agraphia Affecting the Two Routes of Spelling." Behavioural Neurology 2022 (November 16, 2022): 1–11. http://dx.doi.org/10.1155/2022/8078607.
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The Arabic writing system includes ambiguities that create difficulties in spelling. These ambiguities relate mainly to the long vowels, some phoneme-grapheme conversions, lexical particularities, and the connectivity of letters. In this article, the first to specifically explore acquired spelling impairments in an Arabic-speaking individual, we report the case of CHS, who presented with agraphia following a stroke. Initial testing indicated substantial impairment of CHS’s spelling abilities in the form of mixed agraphia. The experimental study was specifically designed to explore the influence of the orthographic ambiguity of the Arabic graphemic system on CHS’s spelling performance. The results revealed that CHS had substantial difficulties with orthographic ambiguity and tended to omit ambiguous graphemes. Some of the errors she produced suggested reliance on the sublexical route of spelling, while others rather reflected the adoption of the lexical-semantic route. These findings from a case involving a non-Western, non-Indo-European language contribute to discussions of theoretical models of spelling. They show that CHS’s pattern of impairment is consistent with the summation hypothesis, according to which the lexical-semantic and the sublexical routes interactively contribute to spelling.
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Ruz, María, and Anna C. Nobre. "Attention Modulates Initial Stages of Visual Word Processing." Journal of Cognitive Neuroscience 20, no. 9 (September 2008): 1727–36. http://dx.doi.org/10.1162/jocn.2008.20119.
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Selective attention has the potential to enhance the initial processing of objects, their spatial locations, or their constituent features. The present study shows that this capacity to modulate initial stages of processing also applies to linguistic attributes. A cueing paradigm focused attention at different levels of word representations on a trial-by-trial basis to study the time course of attentional modulation on visual word processing by means of a high-density electrophysiology recording system. Attention to different linguistic attributes modulated components related to semantic, phonological, and orthographic stages of word processing. Crucially, the N200, associated with initial stages of orthographic decoding, was enhanced by attention to the letter pattern of words. These results suggest that top-down attention has the capacity to enhance initial perceptual stages of visual word processing and support the flexibility of attention in modulating different levels of information processing depending on task goals.
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Raman, Ilhan, and Brendan Stuart Weekes. "Deep Dysgraphia in Turkish." Behavioural Neurology 16, no. 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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Barber, Angela. "Multilinguistic Components of Spelling: An Overview." Perspectives on Language Learning and Education 20, no. 4 (October 2013): 124–28. http://dx.doi.org/10.1044/lle20.4.124.
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Spelling is a window into a student's individual language system and, therefore, canprovide clues into the student's understanding, use, and integration of underlyinglinguistic skills. Speech-language pathologists (SLPs) should be involved in improvingstudents' literacy skills, including spelling, though frequently available measures ofspelling do not provide adequate information regarding critical underlying linguistic skillsthat contribute to spelling. This paper outlines a multilinguistic, integrated model of wordstudy (Masterson & Apel, 2007) that highlights the important influences of phonemicawareness, orthographic pattern awareness, semantic awareness, morphologicalawareness and mental graphemic representations on spelling. An SLP can analyze anindividual's misspellings to identify impairments in specific linguistic components andthen develop an individualized, appropriate intervention plan tailored to a child's uniquelinguistic profile, thus maximizing intervention success.
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Vonk, Jet M. J., Roel Jonkers, H. Isabel Hubbard, Maria Luisa Gorno-Tempini, Adam M. Brickman, and Loraine K. Obler. "Semantic and lexical features of words dissimilarly affected by non-fluent, logopenic, and semantic primary progressive aphasia." Journal of the International Neuropsychological Society 25, no. 10 (September 12, 2019): 1011–22. http://dx.doi.org/10.1017/s1355617719000948.
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AbstractObjective:To determine the effect of three psycholinguistic variables—lexical frequency, age of acquisition (AoA), and neighborhood density (ND)—on lexical-semantic processing in individuals with non-fluent (nfvPPA), logopenic (lvPPA), and semantic primary progressive aphasia (svPPA). Identifying the scope and independence of these features can provide valuable information about the organization of words in our mind and brain.Method:We administered a lexical decision task—with words carefully selected to permit distinguishing lexical frequency, AoA, and orthographic ND effects—to 41 individuals with PPA (13 nfvPPA, 14 lvPPA, 14 svPPA) and 25 controls.Results:Of the psycholinguistic variables studied, lexical frequency had the largest influence on lexical-semantic processing, but AoA and ND also played an independent role. The results reflect a brain-language relationship with different proportional effects of frequency, AoA, and ND in the PPA variants, in a pattern that is consistent with the organization of the mental lexicon. Individuals with nfvPPA and lvPPA experienced an ND effect consistent with the role of inferior frontal and temporoparietal regions in lexical analysis and word form processing. By contrast, individuals with svPPA experienced an AoA effect consistent with the role of the anterior temporal lobe in semantic processing.Conclusions:The findings are in line with a hierarchical mental lexicon structure with a conceptual (semantic) and a lexeme (word-form) level, such that a selective deficit at one of these levels of the mental lexicon manifests differently in lexical-semantic processing performance, consistent with the affected language-specific brain region in each PPA variant.
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Mankin, Jennifer L., and Julia Simner. "A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia." Multisensory Research 30, no. 3-5 (2017): 409–46. http://dx.doi.org/10.1163/22134808-00002554.
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This study investigates the origins of specific letter–colour associations experienced by people with grapheme–colour synaesthesia. We present novel evidence that frequently observed trends in synaesthesia (e.g., A is typically red) can be tied to orthographic associations between letters and words (e.g., ‘A is for apple’), which are typically formed during literacy acquisition. In our experiments, we first tested members of the general population to show that certain words are consistently associated with letters of the alphabet (e.g., A is for apple), which we named index words. Sampling from the same population, we then elicited the typical colour associations of these index words (e.g., apples are red) and used the letter → index word → colour connections to predict which colours and letters would be paired together based on these orthographic-semantic influences. We then looked at direct letter–colour associations (e.g., red, blue…) from both synaesthetes and non-synaesthetes. In both populations, we show statistically that the colour predicted by index words matches significantly with the letter–colour mappings: that is, red because A is for apple and apples are prototypically red. We therefore conclude that letter–colour associations in both synaesthetes and non-synaesthetes are tied to early-learned letter–word associations.
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Borghesani, Valentina, Leighton B. N. Hinkley, Kamalini G. Ranasinghe, Megan M. C. Thompson, Wendy Shwe, Danielle Mizuiri, Michael Lauricella, et al. "Taking the sublexical route: brain dynamics of reading in the semantic variant of primary progressive aphasia." Brain 143, no. 8 (August 1, 2020): 2545–60. http://dx.doi.org/10.1093/brain/awaa212.
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Abstract Reading aloud requires mapping an orthographic form to a phonological one. The mapping process relies on sublexical statistical regularities (e.g. ‘oo’ to |uː|) or on learned lexical associations between a specific visual form and a series of sounds (e.g. yacht to/jɑt/). Computational, neuroimaging, and neuropsychological evidence suggest that sublexical, phonological and lexico-semantic processes rely on partially distinct neural substrates: a dorsal (occipito-parietal) and a ventral (occipito-temporal) route, respectively. Here, we investigated the spatiotemporal features of orthography-to-phonology mapping, capitalizing on the time resolution of magnetoencephalography and the unique clinical model offered by patients with semantic variant of primary progressive aphasia (svPPA). Behaviourally, patients with svPPA manifest marked lexico-semantic impairments including difficulties in reading words with exceptional orthographic to phonological correspondence (irregular words). Moreover, they present with focal neurodegeneration in the anterior temporal lobe, affecting primarily the ventral, occipito-temporal, lexical route. Therefore, this clinical population allows for testing of specific hypotheses on the neural implementation of the dual-route model for reading, such as whether damage to one route can be compensated by over-reliance on the other. To this end, we reconstructed and analysed time-resolved whole-brain activity in 12 svPPA patients and 12 healthy age-matched control subjects while reading irregular words (e.g. yacht) and pseudowords (e.g. pook). Consistent with previous findings that the dorsal route is involved in sublexical, phonological processes, in control participants we observed enhanced neural activity over dorsal occipito-parietal cortices for pseudowords, when compared to irregular words. This activation was manifested in the beta-band (12–30 Hz), ramping up slowly over 500 ms after stimulus onset and peaking at ∼800 ms, around response selection and production. Consistent with our prediction, svPPA patients did not exhibit this temporal pattern of neural activity observed in controls this contrast. Furthermore, a direct comparison of neural activity between patients and controls revealed a dorsal spatiotemporal cluster during irregular word reading. These findings suggest that the sublexical/phonological route is involved in processing both irregular and pseudowords in svPPA. Together these results provide further evidence supporting a dual-route model for reading aloud mediated by the interplay between lexico-semantic and sublexical/phonological neurocognitive systems. When the ventral route is damaged, as in the case of neurodegeneration affecting the anterior temporal lobe, partial compensation appears to be possible by over-recruitment of the slower, serial attention-dependent, dorsal one.
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Amenta, Simona, Davide Crepaldi, and Marco Marelli. "Consistency measures individuate dissociating semantic modulations in priming paradigms: A new look on semantics in the processing of (complex) words." Quarterly Journal of Experimental Psychology 73, no. 10 (June 15, 2020): 1546–63. http://dx.doi.org/10.1177/1747021820927663.
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In human language the mapping between form and meaning is arbitrary, as there is no direct connection between words and the objects that they represent. However, within a given language, it is possible to recognise systematic associations that support productivity and comprehension. In this work, we focus on the consistency between orthographic forms and meaning, and we investigate how the cognitive system may exploit it to process words. We take morphology as our case study, since it arguably represents one of the most notable examples of systematicity in form–meaning mapping. In a series of three experiments, we investigate the impact of form–meaning mapping in word processing by testing new consistency metrics as predictors of priming magnitude in primed lexical decision. In Experiment 1, we re-analyse data from five masked morphological priming studies and show that orthography–semantics–consistency explains independent variance in priming magnitude, suggesting that word semantics is accessed already at early stages of word processing and that crucially semantic access is constrained by word orthography. In Experiments 2 and 3, we investigate whether this pattern is replicated when looking at semantic priming. In Experiment 2, we show that orthography–semantics–consistency is not a viable predictor of priming magnitude with longer stimulus onset asynchrony (SOA). However, in Experiment 3, we develop a new semantic consistency measure based on the semantic density of target neighbourhoods. This measure is shown to significantly predict independent variance in semantic priming effect. Overall, our results indicate that consistency measures provide crucial information for the understanding of word processing. Specifically, the dissociation between measures and priming paradigms shows that different priming conditions are associated with the activation of different semantic cohorts.
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Janke, Vikki, and Marina Kolokonte. "False cognates: The effect of mismatch in morphological complexity on a backward lexical translation task." Second Language Research 31, no. 2 (August 19, 2014): 137–56. http://dx.doi.org/10.1177/0267658314545836.
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In this article we focus on ‘false cognates’, lexical items that have overlapping orthographic/phonological properties but little or no semantic overlap. False-cognate pairs were created from French (second language or L2) and English (first language or L1) items by manipulating the levels of morphological correspondence between them. Our aim was to test whether mismatches in morphological structure affected success on a low-frequency backward lexical translation task. Fifty-eight participants, divided into four groups (A-level; degree level; adult learners; bilinguals) were tested on monomorphemic items (simplex), polymorphemic items (complex), items whose morphological structure in French exceeded that of their English counterpart (mismatch), and control items. Translation success rate followed a uniform pattern: control > mismatch > simplex > complex. With respect to the false-friend effect, participant responses were also uniform: complex > simplex > mismatch. It is argued that an independent level of morphology explains these results.
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Davies, Robert, and Fernando Cuetos. "Acquired Dyslexia in Spanish: A Review and Some Observations on a New Case of Deep Dyslexia." Behavioural Neurology 16, no. 2-3 (2005): 85–101. http://dx.doi.org/10.1155/2005/872181.
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Readers and writers of Spanish use an orthography that is highly transparent. It has been proposed that readers of Spanish can rely on grapheme-phoneme correspondences, alone, to access meaning or phonology from print. In recent years, a number of case studies have yielded evidence inconsistent with this idea. We review these studies with particular focus on those that report evidence for reading based on direct lexical mappings between print, orthographic representations, and meaning or phonology. We report a new case of acquired literacy impairment in Spanish, MJ, who presents a pattern of preserved abilities and deficits symptomatic of deep dyslexia. The patient is unable to read nonwords, but can read a substantial number of words. Her reading is characterized by the production of semantic, visual, and derivational errors. We argue that MJ has a deficit in her lexical selection ability, common to both her reading and her naming problems. We propose that MJ, and the other cases we review, demonstrate that lexical reading is adopted by skilled readers even in a transparent language.
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Jacob, Gunnar, Vera Heyer, and João Veríssimo. "Aiming at the same target: A masked priming study directly comparing derivation and inflection in the second language." International Journal of Bilingualism 22, no. 6 (February 1, 2017): 619–37. http://dx.doi.org/10.1177/1367006916688333.
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Aims and objectives/purpose/research questions: We compared the processing of morphologically complex derived vs. inflected forms in native speakers of German and highly proficient native Russian second language (L2) learners of German. Design/methodology/approach: We measured morphological priming effects for derived and inflected German words. To ensure that priming effects were genuinely morphological, the design also contained semantic and orthographic control conditions. Data and analysis: 40 native speakers of German and 36 native Russian learners of L2 German participated in a masked-priming lexical-decision experiment. For both participant groups, priming effects for derived vs. inflected words were compared using linear mixed effects models. Findings/conclusions: While first language (L1) speakers showed similar facilitation effects for both derived and inflected primes, L2 speakers showed a difference between the two prime types, with robust priming effects only for derived, but not for inflected forms. Originality: Unlike in previous studies investigating derivation and inflection in L2 processing, priming effects for derived and inflected prime–target pairs were determined on the basis of the same target word, allowing for a direct comparison between the two morphological phenomena. In this respect, this is the first study to directly compare the processing of derived vs. inflected forms in L2 speakers. Significance/implications: The results are inconsistent with accounts predicting general L1/L2 differences for all types of morphologically complex forms as well as accounts assuming that L1 and L2 processing are based on the same mechanisms. We discuss theoretical implications for L2 processing mechanisms, and propose an explanation which can account for the data pattern.
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Diaz, Michele T., and Gregory McCarthy. "Unconscious Word Processing Engages a Distributed Network of Brain Regions." Journal of Cognitive Neuroscience 19, no. 11 (November 2007): 1768–75. http://dx.doi.org/10.1162/jocn.2007.19.11.1768.
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A briefly exposed visual stimulus may not be consciously perceived if it is preceded and followed by a dissimilar visual pattern or mask. Despite the subject's lack of awareness, prior behavioral studies have shown that such masked stimuli, nevertheless, engage domain-specific processes [Dehaene, S., Naccache, L., Cohen, L., Le Bihan, D., Mangin, J.-F., Poline, J.-B., et al. Cerebral mechanisms of word masking and unconscious repetition priming. Nature Neuroscience, 4, 752–758, 2001; Bar, M., & Biederman, I. Subliminal visual priming. Psychological Science, 9, 464–469, 1998; Dehaene, S., Naccache, L., Le Clec'H, G., Koechlin, E., Mueller, M., Dehaene-Lambertz, G., et al. Imaging unconscious semantic priming. Nature, 395, 597–600, 1998; Whalen, P. J., Rauch, S. L., Etcoff, N. L., McInerney, S. C., Lee, M. B., & Jenike, M. A. Masked presentations of emotional facial expressions modulate amygdala activity without explicit knowledge. Journal of Neuroscience, 18, 411–418, 1998; Marcel, A. J. Conscious and unconscious perception: Experiments on visual masking and word recognition. Cognitive Psychology, 15, 197–237, 1983]. Masking thus provides a method for identifying language processes that are preattentive and automatic. Functional magnetic resonance imaging used in concert with masking may identify brain regions engaged by these unconscious language processes. In an adaptation design, subjects viewed a continuous stream of masked words and masked nonwords while performing an unrelated detection task, in which they were asked to make a response to a visible colored nonword stimulus (i.e., ampersands in red or blue font). Most trials were masked nonwords and masked words were presented once every 12–15 sec. The task ensured participant engagement, while the masked nonword baseline controlled for perceptual and orthographic processing. Participants were naïve to the purpose of the experiment and testing indicated that they did not consciously perceive either the words or nonwords. Masked words, but not masked nonwords, strongly activated left hemisphere language regions, including Broca's area, the angular gyrus, and the lateral temporal lobe. Differential activation of the posterior corpus callosum was also observed.
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Posner, Joseph, Vivian Dickens, Andrew DeMarco, Sarah Snider, Peter Turkeltaub, and Rhonda Friedman. "4488 Neural Network of the Cognitive Model of Reading." Journal of Clinical and Translational Science 4, s1 (June 2020): 140–41. http://dx.doi.org/10.1017/cts.2020.415.
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OBJECTIVES/GOALS: A particularly debilitating consequence of stroke is alexia, an acquired impairment in reading. Cognitive models aim to characterize how information is processed based on behavioral data. If we can concurrently characterize how neural networks process that information, we can enhance the models to reflect the neuronal interactions that drive them. METHODS/STUDY POPULATION: There will be 10 unimpaired adult readers. Two functional localizer tasks, deigned to consistently activate robust language areas, identify the regions of interest that process the cognitive reading functions (orthography, phonology, semantics). Another task, designed for this experiment, analyses the reading-related functional-connectivity between these areas by presenting words classified along the attributes of frequency, concreteness, and regularity, which utilize specific cognitive routes, and a visual control. Connectivity is analyzed during word reading overall vs. a control condition to determine overall reading-related connectivity, and while reading words that have high vs. low attribute values, to determine if cognitive processing routes bias the neural reading network connectivity. RESULTS/ANTICIPATED RESULTS: The localizer analysis is expected to result in the activation of canonical reading areas. The degree of functional connectivity observed between these regions is expected to depend on the degree to which each cognitive route is utilized to read a given word. After orthographic, phonologic, and semantic areas have been identified, the connectivity analysis should show that there is high correlation between all three types of areas during reading compared to the control condition. Then the frequency, regularity, and concreteness of the words being read should alter the reliance on the pathways between these area types. This would support the hypothesized pattern of connectivity as predicted by the cognitive reading routes. Otherwise, it will show how the neural reading network differs from the cognitive model. DISCUSSION/SIGNIFICANCE OF IMPACT: The results will determine the relationship between the cognitive reading model and the neural reading network. Cognitive models show what processes occur in the brain, but neural networks show how these processes occur. By relating these components, we obtain a more complete view of reading in the brain, which can inform future alexia treatments.
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Pošeiko, Solvita. "CREATIVE TOOLS FOR THE FORMATION OF PUBLIC SIGNS IN THE URBAN ENVIRONMENT OF THE BALTIC STATES." Via Latgalica, no. 6 (December 31, 2014): 91. http://dx.doi.org/10.17770/latg2014.6.1660.
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<p>In public space there is the information, that is always designed with a specific purpose. For example, signposts are placed to provide direction guidance and to highlight some of the most important objects. Public signs function as the visiting cards of some institution or enterprise, creating indirectly a definite image of these institutions or some ethnic or social groups, while graffiti is written to create and maintain a public image and to express emotions or attitudes towards some person, a group of people, events or processes. To achieve the expected objective the authors of signs often use the eye-catching texts that differ from linguistic and para-linguistic means, such as artistic expressive means, unusual combinations of words and cultural signs, bright colors, variations of letter fonts, shapes and sizes, different types of images and symbols.</p><p>There have been selected three types of signs available in the linguistic landscape database consisting of 7347 public signs obtained in nine Baltic cities: firstly the largest group of signs by its percentage – the signs (ergonyms), which function as visiting cards of the institution or enterprise and which attract potential customers; secondly, these are graffiti texts, that are the least regulated language signs, reflecting free linguistic and semiotic experiments; and thirdly, these are advertisements, which more than any other public texts contain visual information and referral to a reader with rhetorical phrases and metaphors. In some cases, in order to determine the dissemination of any verbal text approach in the public space, posters are also viewed.</p><p>The goal is to identify and characterize the most peculiar development means of excerpted public signs (linguistic and para-linguistic), as well as compositional characteristics of open space advertisements of institutions and enterprises. There has been used the semiotic landscape theory, in which the language is viewed in correlation with the visual discourse, culture and a way of thinking, accepting multimodality of signs (Kress, Van Leewen 1996; Scollon & Scollon 2003; Jaworski, Thurlow 2010). There have been applied as well a theory of linguistic creativity and a theory of optical metaphors, which allow to determine and analyze different language and semiotic means, rarely used in public reports, as well as to interpret the transfer of meanings (Zawada 2005; Бутакова 2013; Kessler 2013). Interviews and e-mails to employees of companies and institutions justify a creation process and promotion of definite ergonyms.</p><p>The original creation of elements of public reports are viewed in the article according to five language levels proposed by the onomastic J. Butakova: orthographic and graphic, word-formation, lexical, morphological and syntactical level. There was also discussed about the semantic level, highlighting less frequently found thematic groups of ergonyms and metaphorical messages, as well as about the semiotic level, describing compositional characteristics of open space advertisements of definite institutions and enterprises.</p><p>Overall, public signs of the Baltic States are characterized by initial capitalization throughout the text, nominal phrases, lack of punctuation marks, a variety of signs and symbols, which directly reflect the scope of activities, functionality and specificity of institution or company, product or service. Only in signs of names it is typical to use nomenclature names and other onyms (antroponyms, toponyms), in advertisements there are large images, rhetorical questions or exclamation sentences, but graffiti is a visual magnification of casual users’ handwriting, stylized signatures or inaccurately written personal names, slangs with a negative connotation.</p><p>Orthographic and graphic level depicts the broadest diversity of linguistic and semiotic means, especially in the signs of names and graffiti. The most commonly found differences are the usage of lower and upper case of initial letters, variations of their artistic design, highlighting a particular letter of the sign, changing the size, font, color of a word or a part of a word, as well as ignoring the rules of language. Some graffitis demonstrate the examples of graphic hybridization, combining different pattern systems in a single report.</p><p>Word-formation is revealed in the article only in the signs of names, determining the fact, that the formation of diminutives, compound names, abbreviations and foreign formants is relatively rare, wherewith it is considered as a kind of linguistic approach in creation of signs.</p><p>Since the public signs selected for the research, are characterized by nominal phrases, mostly substantives and groups of words, then in morphological and syntactical point of view there are interesting examples, which are only the samples of the usage of adjectives, verbs or linking words and which have a full grammatical center (especially in ergonyms and graffiti). The fact that there are almost no punctuation marks in public signs, the usage of quotes and commas in ergonyms, as well as doubling or tripling of exclamation marks or the usage of full stops, ellipses and question marks in graffiti and advertising is considered to be a kind of linguistic technique to attract the attention.</p><p>Creative linguistic techniques in a lexical semantic level are considerably rarely used nomenclature words in name signs, symbolic ergonyms in the full names of public institutions, actualization of cultural and historical information in the local environment, time category, mythological and literary characters, human character traits, behavior and properties in ergonyms, romantic dedications and poems in graffiti, and linguistic metaphors in ergonyms, advertisements and graffiti.</p><p>Semiotic public signs attract attention if they contain visual images and metaphors are the only information providers and if there is an untraditional layout, unusual shape or interesting combinations of visual elements. Some institutions and companies demonstrate a uniform compositional message in their open space advertisements.</p><p>In general, it can be maintained that both linguistic and semiotic means play an essential role in providing and perceiving general message of public signs. There are not so many techniques for creative text presentations in the Baltic States’ public space, but they reflect authors’ perception of their scope (institution or company, products or services, events), near or distant space and values.</p>
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Pinto-Grau, Marta, Bronagh Donohoe, Sarah O’Connor, Lisa Murphy, Emmet Costello, Mark Heverin, Alice Vajda, Orla Hardiman, and Niall Pender. "Patterns of Language Impairment in Early ALS." Neurology: Clinical Practice, November 2, 2020, 10.1212/CPJ.0000000000001006. http://dx.doi.org/10.1212/cpj.0000000000001006.
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ABSTRACTObjective.To investigate the incidence and nature of language change and its relationship to executive dysfunction in a population-based incident ALS sample, with the hypothesis that patterns of frontotemporal involvement in early ALS extend beyond areas of executive control to regions associated with language processing.Methods.One hundred and seventeen population-based incident ALS cases without dementia and 100 controls matched by age, sex and education were included in the study. A detailed assessment of language processing including lexical processing, word spelling, word reading, word naming, semantic processing and syntactic/grammatical processing was undertaken. Executive domains of phonemic verbal fluency, working memory, problem-solving, cognitive flexibility and social cognition were also evaluated.Results.Language processing was impaired in this incident cohort of individuals with ALS, with deficits in the domains of word naming, orthographic processing and syntactic/grammatical processing. Conversely, phonological lexical processing and semantic processing were spared. While executive dysfunction accounted in part for impairments in grammatical and orthographic lexical processing, word spelling, reading and naming, primary language deficits were also present.Conclusions.Language impairment is characteristic of ALS at early stages of the disease, and can develop independently of executive dysfunction, reflecting selective patterns of frontotemporal involvement at disease onset. Language change is therefore an important component of the frontotemporal syndrome associated with ALS.
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Li, Hehui, Junjie Wu, Rebecca A. Marks, Huiya Huang, Lina Li, Lin Dong, Yue-Jia Luo, Wuhai Tao, and Guosheng Ding. "Functional mapping and cooperation between the cerebellum and cerebrum during word reading." Cerebral Cortex, March 14, 2022. http://dx.doi.org/10.1093/cercor/bhac006.
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Abstract Multiple areas in the cerebellum have been reported to be engaged in reading. However, how these regions cooperate with the reading-related areas in the cerebrum remains unclear. Here, brain images of fifty-two adults were acquired via functional magnetic resonance imaging. By comparing the cerebellar activation across three localization tasks targeting orthographic, phonological, and semantic processing, we first identified three different reading-related areas in the cerebellum, biased toward orthography, phonology, and semantics, respectively. Then, functional connectivity (FC) analyses demonstrated that the mean FC between functionally corresponding areas across the cerebrum and cerebellum was greater than that between noncorresponding areas during silent word reading. FC patterns of functionally corresponding areas could significantly predict reading speed, with the FC driven from orthographic and semantic areas contributing the most. Effective FC analyses further showed that orthographic and semantic areas in the cerebellum had selective and direct connectivity to areas in the cerebrum with similar functional specificity. These results suggest that reading-related areas vary in their functions to reading, and cooperation between areas with corresponding functions was greater than that between noncorresponding areas. These findings emphasize the importance of functional cooperation between the cerebrum and cerebellum during reading from a new perspective.
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Dijkstra, Ton, David Peeters, Wessel Hieselaar, and Aaron van Geffen. "Orthographic and semantic priming effects in neighbour cognates: Experiments and simulations." Bilingualism: Language and Cognition, October 6, 2022, 1–13. http://dx.doi.org/10.1017/s1366728922000591.
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Abstract To investigate how orthography and semantics interact during bilingual visual word recognition, Dutch–English bilinguals made lexical decisions in two masked priming experiments. Dutch primes and English targets were presented that were either neighbour cognates (boek – BOOK), noncognate translations (kooi – CAGE), orthographically related neighbours (neus – NEWS), or unrelated words (huid - COAT). Prime durations of 50 ms (Experiment 1) and 83 ms (Experiment 2) led to similar result patterns. Both experiments reported a large cognate facilitation effect, a smaller facilitatory noncognate translation effect, and the absence of inhibitory orthographic neighbour effects. These results indicate that cognate facilitation is in large part due to orthographic-semantic resonance. Priming results for each condition were simulated well (all r's >.50) by Multilink+, a recent computational model for word retrieval. Limitations to the role of lateral inhibition in bilingual word recognition are discussed.
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Nurhidayati, Nurhidayati. "POLA ASUH ANAK DALAM SERAT PALIATMA." LITERA 4, no. 1 (January 30, 2005). http://dx.doi.org/10.21831/ltr.v4i01.4887.
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This research study is intended to describe child-rearing patterns in Serat Paliatmaby KGPAA Mangkunagara IV.The source of the data was Serat Paliatma, consisting 18 stanzas in pupuhDhandhanggula (the Dhandhanggula song). The data were collected by meansof orthographic transliteration, translation, paraphrase, and careful readingand rereading. The data were analyzed descriptively. The data validity wasassessed through semantic validity. The data reliability was assessed throughreproducibility.The research findings show that there are two child-rearing patterns in SeratPaliatma, namely (1) the one related to religious norms, and (2) the one related tovalues in life. The former includes acceptance to what is given, gratefulness, anddevotion. Meanwhile, the latter covers asceticism, affection, unity, obedience, loyaltyto the country, and responsibility.Key words: child-rearing pattern, serat, pupuh
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Bartoň, Marek, Steven Z. Rapcsak, Vojtěch Zvončák, Radek Mareček, Václav Cvrček, and Irena Rektorová. "Functional neuroanatomy of reading in Czech: Evidence of a dual-route processing architecture in a shallow orthography." Frontiers in Psychology 13 (January 16, 2023). http://dx.doi.org/10.3389/fpsyg.2022.1037365.
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IntroductionAccording to the strong version of the orthographic depth hypothesis, in languages with transparent letter-sound mappings (shallow orthographies) the reading of both familiar words and unfamiliar nonwords may be accomplished by a sublexical pathway that relies on serial grapheme-to-phoneme conversion. However, in languages such as English characterized by inconsistent letter-sound relationships (deep orthographies), word reading is mediated by a lexical-semantic pathway that relies on mappings between word-specific orthographic, semantic, and phonological representations, whereas the sublexical pathway is used primarily to read nonwords.MethodsIn this study, we used functional magnetic resonance imaging to elucidate neural substrates of reading in Czech, a language characterized by a shallo worthography. Specifically, we contrasted patterns of brain activation and connectivity during word and nonword reading to determine whether similar or different neural mechanisms are involved. Neural correlates were measured as differences in simple whole-brain voxel-wise activation, and differences in visual word form area (VWFA) task-related connectivity were computed on the group level from data of 24 young subject. Trial-to-trial reading reaction times were used as a measure of task difficulty, and these effects were subtracted from the activation and connectivity effects in order to eliminate difference in cognitive effort which is naturally higher for nonwords and may mask the true lexicality effects.ResultsWe observed pattern of activity well described in the literature mostly derived from data of English speakers – nonword reading (as compared to word reading) activated the sublexical pathway to a greater extent whereas word reading was associated with greater activation of semantic networks. VWFA connectivity analysis also revealed stronger connectivity to a component of the sublexical pathway - left inferior frontal gyrus (IFG), for nonword compared to word reading.DiscussionThese converging results suggest that the brain mechanism of skilled reading in shallow orthography languages are similar to those engaged when reading in languages with a deep orthography and are supported by a universal dual-pathway neural architecture.
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Dylman, Alexandra S., Mariko Kikutani, Miho Sasaki, and Christopher Barry. "Effects of orthography in the picture-word task: Evidence from Japanese scripts." Reading and Writing, June 13, 2021. http://dx.doi.org/10.1007/s11145-021-10173-2.
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AbstractThe picture-word task presents participants with a number of pictured objects together with a written distractor word superimposed upon each picture, and their task is to name the depicted object while ignoring the distractor word. Depending on the specific picture and word combination, various effects, including the identity facilitation effect (e.g., DOG + dog) and the semantic interference effect (e.g., GOAT + cow), are often observed. The response patterns of the picture-word task in terms of naming latencies reflect the mechanisms underlying lexical selection in speech production. Research using this method, however, has typically focused on alphabetic languages, or involved bilingual populations, making it difficult to specifically investigate orthographic effects in isolation. In this paper, we report five experiments investigating the role of orthography in the picture-word task by varying distractor script (using the multiscriptal language Japanese, and pseudohomophonic spellings in English) across three different populations (Japanese monolinguals, Japanese-English bilinguals, and English monolinguals), investigating both the identity facilitation effect and the semantic interference effect. The results generally show that the magnitude of facilitation is affected by orthography even within a single language. The findings and specific patterns of results are discussed in relation to current theories on speech production.
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Chee, Qian Wen, and Melvin J. Yap. "Are there task-specific effects in morphological processing? Examining semantic transparency effects in semantic categorisation and lexical decision." Quarterly Journal of Experimental Psychology, February 25, 2022, 174702182210792. http://dx.doi.org/10.1177/17470218221079269.
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Current theories of morphological processing include form-then-meaning accounts, form-with-meaning accounts, and connectionist theories. Form-then meaning accounts argue that the morphological decomposition of complex words is based purely on orthographic structure, while form-with meaning accounts argue that decomposition is influenced by the semantic properties of the stem. Connectionist theories, however, argue that morphemes are encoded as statistical patterns of occurrences between form and meaning. The weight of evidence from the literature thus far suggests that morphological decomposition is best explained by form-then-meaning accounts. That said, conflicting empirical findings exist, and more importantly, semantic transparency effects in morphological processing have been examined almost exclusively with the lexical decision task, in which participants discriminate between words and nonwords. Consequently, the extent to which observed results reflect the specific demands of the lexical decision task remains unclear. The present study extends previous work by testing whether the processing dynamics of early morphological processing are moderated by task requirements. Using the masked morphological priming paradigm, this hypothesis was tested by examining semantic transparency effects for a common set of words across semantic categorisation and lexical decision. In both tasks, priming was stronger for transparent (e.g., painter-PAINT) than opaque (e.g., corner-CORN) prime–target pairs; these results speak against form-then-meaning accounts. These findings further inform theories of morphological processing and underscore the importance of examining the interplay between task-general and task-specific mechanisms.
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Dickens, Jonathan Vivian, Andrew T. DeMarco, Candace M. van der Stelt, Sarah F. Snider, Elizabeth H. Lacey, John D. Medaglia, Rhonda B. Friedman, and Peter E. Turkeltaub. "Two types of phonological reading impairment in stroke aphasia." Brain Communications 3, no. 3 (2021). http://dx.doi.org/10.1093/braincomms/fcab194.
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Abstract Alexia is common in the context of aphasia. It is widely agreed that damage to phonological and semantic systems not specific to reading causes co-morbid alexia and aphasia. Studies of alexia to date have only examined phonology and semantics as singular processes or axes of impairment, typically in the context of stereotyped alexia syndromes. However, phonology, in particular, is known to rely on subprocesses, including sensory-phonological processing, motor-phonological processing, and sensory-motor integration. Moreover, many people with stroke aphasia demonstrate mild or mixed patterns of reading impairment that do not fit neatly with one syndrome. This cross-sectional study tested whether the hallmark symptom of phonological reading impairment, the lexicality effect, emerges from damage to a specific subprocess of phonology in stroke patients not selected for alexia syndromes. Participants were 30 subjects with left-hemispheric stroke and 37 age- and education-matched controls. A logistic mixed-effects model tested whether post-stroke impairments in sensory phonology, motor phonology, or sensory-motor integration modulated the effect of item lexicality on patient accuracy in reading aloud. Support vector regression voxel-based lesion-symptom mapping localized brain regions necessary for reading and non-orthographic phonological processing. Additionally, a novel support vector regression structural connectome-symptom mapping method identified the contribution of both lesioned and spared but disconnected, brain regions to reading accuracy and non-orthographic phonological processing. Specifically, we derived whole-brain structural connectomes using constrained spherical deconvolution-based probabilistic tractography and identified lesioned connections based on comparisons between patients and controls. Logistic mixed-effects regression revealed that only greater motor-phonological impairment related to lower accuracy reading aloud pseudowords versus words. Impaired sensory-motor integration was related to lower overall accuracy in reading aloud. No relationship was identified between sensory-phonological impairment and reading accuracy. Voxel-based and structural connectome lesion-symptom mapping revealed that lesioned and disconnected left ventral precentral gyrus related to both greater motor-phonological impairment and lower sublexical reading accuracy. In contrast, lesioned and disconnected left temporoparietal cortex is related to both impaired sensory-motor integration and reduced overall reading accuracy. These results clarify that at least two dissociable phonological processes contribute to the pattern of reading impairment in aphasia. First, impaired sensory-motor integration, caused by lesions disrupting the left temporoparietal cortex and its structural connections, non-selectively reduces accuracy in reading aloud. Second, impaired motor-phonological processing, caused at least partially by lesions disrupting left ventral premotor cortex and structural connections, selectively reduces sublexical reading accuracy. These results motivate a revised cognitive model of reading aloud that incorporates a sensory-motor phonological circuit.
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Elsherif, Mahmoud M., Linda Ruth Wheeldon, and Steven Frisson. "Phonological precision for word recognition in skilled readers." Quarterly Journal of Experimental Psychology, September 15, 2021, 174702182110463. http://dx.doi.org/10.1177/17470218211046350.
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According to the lexical quality hypothesis, differences in the orthographic, semantic, and phonological representations of words will affect individual reading performance. While several studies have focused on orthographic precision and semantic coherence, few have considered phonological precision. The present study used a suite of individual difference measures to assess which components of lexical quality contributed to competition resolution in a masked priming experiment. The experiment measured form priming for word and pseudoword targets with dense and sparse neighbourhoods in 84 university students. Individual difference measures of language and cognitive skills were also collected and a principal component analysis was used to group these data into components. The data showed that phonological precision and NHD interacted with form priming. In participants with high phonological precision, the direction of priming for word targets with sparse neighbourhoods was facilitatory, while the direction for those with dense neighbourhoods was inhibitory. In contrast, people with low phonological precision showed the opposite pattern, but the interaction was non-significant. These results suggest that the component of phonological precision is linked to lexical competition for word recognition and that access to the mental lexicon during reading is affected by differing levels of phonological processing.
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"Neurolinguistics." Language Teaching 39, no. 2 (April 2006): 153–58. http://dx.doi.org/10.1017/s0261444806303709.
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06–416Ding, Guosheng (Beijing Normal U, China), Perry Conrad, Peng Danling, Ma Lin, Li Dejun, Shu Shiyong, Luo Qian, Xu Duo & Yang Jing, Neural mechanisms underlying semantic and orthographic processing in Chinese–English bilinguals. NeuroReport (Lippincott Williams & Wilkins) 14.12 (2003), 1557–1562.06–417Elston-Güttler, Kerrie E. (Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; guettler@cbs.mpg.de), Silke Paulmann & Sonja A. Kotz, Who's in control? Proficiency and L1 influence on L2 processing. Journal of Cognitive Neuroscience (MIT Press) 17.10 (2005), 1593–1610.06–418Gollan, Tamar H. (U Califonia, San Diego, USA; tgollan@ucsd.edu), Marina P. Bonanni & Rosa I. Montoya, Proper names get stuck on bilingual and monolingual speakers' tip of the tongue equally often. Neuropsychology (American Psychological Association) 19.3 (2005), 278–287.06–419Hernandez, Arturo (U Houston, USA), Ping Li & Brian MacWhinney, The emergence of competing modules in bilingualism. Trends in Cognitive Sciences (Elsevier) 9.5 (2005), 220–225.06–420Mahendra Nidhi, Elena Plante (U Arizona, USA; eplante@email.arizona.edu), Joel Magloire, Lisa Milman & Theodore P. Trouard, fMRI variability and the localization of languages in the bilingual brain. NeuroReport (Lippincott Williams & Wilkins) 14.9 (2003), 1225–1228.06–421Mildner, Vesna (U Zagreb, Croatia; vesna.mildner@ffzg.hr), Davor Stanković & Marina Petković, The relationship between active hand and ear advantage in the native and foreign language. Brain and Cognition (Elsevier) 57.2 (2005), 158–161.06–422Minagawa-Kawai, Yasuyo (National Institute for Japanese Language, Tokyo, Japan), Koichi Mori, Yataka Sato & Toshizo Koizumi, Differential cortical responses in second language learners to different vowel contrasts. NeuroReport (Lippincott Williams & Wilkins) 15.5 (2004), 899–903.06–423Mueller, Jutta L. (Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; muellerj@cbs.mpg.de), Anja Hahne, Yugo Fujii & Angela D. Friederici, Native and non-native speakers' processing of a miniature version of Japanese as revealed by ERPs. Journal of Cognitive Neuroscience (MIT Press) 17.8 (2005), 1229–1244.06–424Ojima, Shiro (U Essex, UK; sojima@nips.ac.jp), Hiroki Nakata & Ryusuke Kakigi, An ERP study of second language learning after childhood: Effects of proficiency. Journal of Cognitive Neuroscience (MIT Press) 17.8 (2005), 1212–1228.06–425Oran, Revital (U Haifa, Israel; zviab@construct.haifa.ac.il) &Zvia Breznitz, Reading processes in L1 and L2 among dyslexic as compared to regular bilingual readers: Behavioral and electrophysiological evidence. Journal of Neurolinguistics (Elsevier) 18.2 (2005), 127–151.06–426Peltola, Maija S. (U Turku, Finland; maija.peltola@utu.fi), Minna Kuntola, Henna Tamminen, Heikki Hämäläinen & Olli Aaltonen, Early exposure to non-native language alters preattentive vowel discrimination. Neuroscience Letters (Amsterdam, the Netherlands) 388.3 (2005), 121–125.06–427Perani, Daniela (Vita Salute San Raffaele U, Milan, Italy; daniela.perani@hsr.it) & Jubin Abutalebi, The neural basis of first and second language processing. Current Opinion in Neurobiology (Elsevier) 15.2 (2005), 202–206.06–428Rodríguez-Fornells, Antoni (Otto-von-Guericke U, Magdeburg, Germany), Arie van der Lugt, Michael Rotte, Belinda Britti, Hans-Jochen Heinze & Thomas F. Münte, Second language interferes with word production in fluent bilinguals: Brain potential and functional imaging evidence. Journal of Cognitive Neuroscience (MIT Press) 17.3 (2005), 422–433.06–429Thierry, Guillaume (U Wales, Bangor, UK) & Jing Yan Wu, Electrophysiological evidence for language interference in late bilinguals. NeuroReport (Lippincott Williams & Wilkins) 15.10 (2004), 1555–1558.06–430Van Borsel, John (Gent U Hospital, Belgium; john.vanborsel@ugent.be), Reinilde Sunaert & Sophie Engelen, Speech disruption under delayed auditory feedback in multilingual speakers. Journal of Fluency Disorders (Elsevier) 30.3 (2005), 201–217.06–431Xue, Gui, Qi Dong (Beijing Normal U, China), Zhen Jin, Lei Zhang & Yue Wang, An fMRI study with semantic access in low proficiency second language learners. NeuroReport (Lippincott Williams & Wilkins) 15.5 (2004), 791–796.06–432Zhang, Yang (U Washington, USA; yazhang@u.washington.edu), Patricia K. Kuhl, Toshiaki Imada, Makoto Kotani & Yoh' ichi Tohkura, Effects of language experience: Neural commitment to language-specific auditory patterns. NeuroImage (Elsevier) 26.3 (2005), 703–720.
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Schwartz, Ana I., and Karla S. Tarin. "The impact of a discourse context on bilingual cross-language lexical activation." Bilingualism: Language and Cognition, May 5, 2021, 1–12. http://dx.doi.org/10.1017/s136672892100016x.
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Abstract Four hypotheses regarding the impact of discourse context on cross-language lexical activation were tested. Highly-proficient, Spanish–English bilinguals read all-English paragraphs containing non-identical and identical cognates or noncognate controls while their eye-movements were tracked. There were four paragraph conditions based on a full crossing of semantic bias from the topic sentence and sentence containing the critical word. In analyses in which cognate status was treated categorically there was an interaction between global bias and cognates status such that the observed inhibitory effects of cognate status were attenuated in global-neutral contexts. Follow-up analyses on the non-identical cognates in which orthographic overlap was treated continuously revealed a U-shaped function between orthographic overlap and processing time, which was more pronounced in global-neutral contexts. The overall pattern of findings is consistent with a combined operation of resonant-based and feature-restriction mechanisms of context effects.
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Marcet, Ana, María Fernández-López, Melanie Labusch, and Manuel Perea. "The Omission of Accent Marks Does Not Hinder Word Recognition: Evidence From Spanish." Frontiers in Psychology 12 (December 13, 2021). http://dx.doi.org/10.3389/fpsyg.2021.794923.
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Recent research has found that the omission of accent marks in Spanish does not produce slower word identification times in go/no-go lexical decision and semantic categorization tasks [e.g., cárcel (prison) = carcel], thus suggesting that vowels like á and a are represented by the same orthographic units during word recognition and reading. However, there is a discrepant finding with the yes/no lexical decision task, where the words with the omitted accent mark produced longer response times than the words with the accent mark. In Experiment 1, we examined this discrepant finding by running a yes/no lexical decision experiment comparing the effects for words and non-words. Results showed slower response times for the words with omitted accent mark than for those with the accent mark present (e.g., cárcel < carcel). Critically, we found the opposite pattern for non-words: response times were longer for the non-words with accent marks (e.g., cárdil > cardil), thus suggesting a bias toward a “word” response for accented items in the yes/no lexical decision task. To test this interpretation, Experiment 2 used the same stimuli with a blocked design (i.e., accent mark present vs. omitted in all items) and a go/no-go lexical decision task (i.e., respond only to “words”). Results showed similar response times to words regardless of whether the accent mark was omitted (e.g., cárcel = carcel). This pattern strongly suggests that the longer response times to words with an omitted accent mark in yes/no lexical decision experiments are a task-dependent effect rather than a genuine reading cost.