Recent studies show that repeated exposure to an asynchrony between auditory and visual stimuli shifts the point of subjective simultaneity. Usually, the measurement stimuli used to assess this aftereffect are interleaved with short re-exposures to the asynchrony. In a first experiment, we show that the aftereffect declines during measurement in spite of the use of re-exposures. In a second experiment, we investigate whether the observed decline is either due to a dissipation of the aftereffect with the passage of time, or the result of using measurement stimuli with a distribution of asynchronies different from the exposure stimulus. To this end, we introduced a delay before measuring the aftereffects and we compared the magnitude of the aftereffect with and without delay. We find that the aftereffect does not dissipate during the delay but instead is stored until new sensory information in the form of measurement stimuli is presented as counterevidence (i.e., stimuli with an asynchrony that differs from the one used during exposure).

The main objective of this longitudinal study was to investigate the neural predictors of reading acquisition. For this purpose, we followed a sample of 54 children from the end of kindergarten to the end of second grade. Preliterate children were tested for visual symbol (checkerboards, houses, faces, written words) and auditory language processing (spoken words) using a passive functional magnetic resonance imaging paradigm. To examine brain-behavior relationships, we also tested cognitive-linguistic prereading skills at kindergarten age and reading performance of 48 of the same children 2 years later. Face-selective response in the bilateral fusiform gyrus was positively associated with rapid automatized naming (RAN). Response to both spoken and written words at preliterate age was negatively associated with RAN in the dorsal temporo-parietal language system. Longitudinally, neural response to faces in the ventral stream predicted future reading fluency. Here, stronger neural activity in inferior and middle temporal gyri at kindergarten age was associated with higher reading performance. Our results suggest that interindividual differences in the neural system of language and reading affect literacy acquisition and thus might serve as a marker for successful reading acquisition in preliterate children.

The reading system can be broken down into four basic subcomponents in charge of prelexical, orthographic, phonological, and lexico-semantic processes. These processes need to jointly work together to become a fluent and efficient reader. Using functional magnetic resonance imaging (fMRI), we systematically analyzed differences in neural activation patterns of these four basic subcomponents in children (N=41, 9-13 years) using tasks specifically tapping each component (letter identification, orthographic decision, phonological decision, and semantic categorization). Regions of interest (ROI) were selected based on a meta-analysis of child reading and included the left ventral occipito-temporal cortex (vOT), left posterior parietal cortex (PPC), left inferior frontal gyrus (IFG), and bilateral supplementary motor area (SMA). Compared to a visual baseline task, enhanced activation in vOT and IFG was observed for all tasks with very little differences between tasks. Activity in the dorsal PPC system was confined to prelexical and phonological processing. Activity in the SMA was found in orthographic, phonological, and lexico-semantic tasks. Our results are consistent with the idea of an early engagement of the vOT accompanied by executive control functions in the frontal system, including the bilateral SMA.

Reading is one of the most popular leisure activities and it is routinely performed by most individuals even in old age. Successful reading enables older people to master and actively participate in everyday life and maintain functional independence. Yet, reading comprises a multitude of subprocesses and it is undoubtedly one of the most complex accomplishments of the human brain. Not surprisingly, findings of age-related effects on word recognition and reading have been partly contradictory and are often confined to only one of four central reading subprocesses, i.e., sublexical, orthographic, phonological and lexico-semantic processing. The aim of the present study was therefore to systematically investigate the impact of age on each of these subprocesses. A total of 1,807 participants (young, N = 384; old, N = 1,423) performed four decision tasks specifically designed to tap one of the subprocesses. To account for the behavioral heterogeneity in older adults, this subsample was split into high and low performing readers. Data were analyzed using a hierarchical diffusion modeling approach, which provides more information than standard response time/accuracy analyses. Taking into account incorrect and correct response times, their distributions and accuracy data, hierarchical diffusion modeling allowed us to differentiate between age-related changes in decision threshold, non-decision time and the speed of information uptake. We observed longer non-decision times for older adults and a more conservative decision threshold. More importantly, high-performing older readers outperformed younger adults at the speed of information uptake in orthographic and lexico-semantic processing, whereas a general age-disadvantage was observed at the sublexical and phonological levels. Low-performing older readers were slowest in information uptake in all four subprocesses. Discussing these results in terms of computational models of word recognition, we propose age-related disadvantages for older readers to be caused by inefficiencies in temporal sampling and activation and/or inhibition processes.

Effects of stimulus length on reaction times (RTs) in the lexical decision task are the topic of extensive research. While slower RTs are consistently found for longer pseudo-words, a finding coined the word length effect (WLE), some studies found no effects for words, and yet others reported faster RTs for longer words. Moreover, the WLE depends on the orthographic transparency of a language, with larger effects in more transparent orthographies. Here we investigate processes underlying the WLE in lexical decision in German-English bilinguals using a diffusion model (DM) analysis, which we compared to a linear regression approach. In the DM analysis, RT-accuracy distributions are characterized using parameters that reflect latent sub-processes, in particular evidence accumulation and decision-independent perceptual encoding, instead of typical parameters such as mean RT and accuracy. The regression approach showed a decrease in RTs with length for pseudo-words, but no length effect for words. However, DM analysis revealed that the null effect for words resulted from opposing effects of length on perceptual encoding and rate of evidence accumulation. Perceptual encoding times increased with length for words and pseudo-words, whereas the rate of evidence accumulation increased with length for real words but decreased for pseudo-words. A comparison between DM parameters in German and English suggested that orthographic transparency affects perceptual encoding, whereas effects of length on evidence accumulation are likely to reflect contextual information and the increase in available perceptual evidence with length. These opposing effects may account for the inconsistent findings on WLEs.

Reading is not only one of the most appreciated leisure activities of the elderly but it clearly helps older people to maintain functional independence, which has a significant impact on life quality. Yet, very little is known about how aging affects the neural circuits of the processes that underlie skilled reading. Therefore, the aim of the present study was to systematically investigate the neural correlates of sublexical, orthographic, phonological and lexico-semantic processing in the aging brain. Using functional magnetic resonance imaging, we recorded brain activity of younger (N = 20; 22-35 years) and older (N = 38; 65-76 years) adults during letter identification, lexical decision, phonological decision and semantic categorization. Older and younger adults recruited an identical set of reading-related brain regions suggesting that the general architecture of the reading network is preserved across the lifespan. However, we also observed age-related differences in brain activity in the subcomponents of the reading network. Age-related differences were most prominent during phonological and orthographic processing possibly due to a failure of older adults to inhibit non-optimal reading strategies. Neural effects of aging were also observed outside reading-related circuits, especially in frontal midline regions. These regions might be involved because of their important role in memory, attention and executive control functions and their potential role in resting-state networks.

Reading proficiency, i.e., successfully integrating early word-based information and utilizing this information in later processes of sentence and text comprehension, and its assessment is subject to extensive research. However, screening tests for German adults across the life span are basically non-existent. Therefore, the present article introduces a standardized computerized sentence-based screening measure for German adult readers to assess reading proficiency including norm data from 2,148 participants covering an age range from 16 to 88 years. The test was developed in accordance with the children’s version of the Salzburger LeseScreening (SLS, Wimmer and Mayringer, 2014 ). The SLS-Berlin has a high reliability and can easily be implemented in any research setting using German language. We present a detailed description of the test and report the distribution of SLS-Berlin scores for the norm sample as well as for two subsamples of younger (below 60 years) and older adults (60 and older). For all three samples, we conducted regression analyses to investigate the relationship between sentence characteristics and SLS-Berlin scores. In a second validation study, SLS-Berlin scores were compared with two (pseudo)word reading tests, a test measuring attention and processing speed and eye-movements recorded during expository text reading. Our results confirm the SLS-Berlin’s sensitivity to capture early word decoding and later text related comprehension processes. The test distinguished very well between skilled and less skilled readers and also within less skilled readers and is therefore a powerful and efficient screening test for German adults to assess interindividual levels of reading proficiency.

Zusammenfassung. Lesen ist für die meisten Menschen ein stark automatisierter, komplexer mentaler Vorgang, der einmal erlernt, scheinbar bis ins hohe Alter stabil erhalten bleibt. Dabei können tiefere Textverständnisprozesse, ebenso wie reflektive oder ästhetische Vorgänge (z. B. bei der Poesierezeption) nur dann effizient ablaufen, wenn die zugrunde liegende Einzelworterkennung flüssig funktioniert. Während der Leseerwerb im Bereich der Einzelworterkennung intensiv erforscht wurde, existieren kaum Studien, welche die Entwicklung der visuellen Worterkennung im Alter systematisch untersucht haben. Dies ist verwunderlich, wenn man bedenkt, dass der Umgang mit Wörtern, Sprache und Texten kognitive Prozesse rekrutiert, die im Alter von einem Rückgang neurochemischer, -anatomischer und funktionaler Ressourcen gekennzeichnet sind. Daher war Ziel dieser Arbeit, eine Übersicht der bisherigen Forschung von Alterseffekten auf die visuelle Worterkennung zu geben, die den aktuellen Forschungsstand zusammenzufasst. Im Fokus standen dabei Variablen, mit denen typischerweise lexikalische Prozesse und sublexikalische Prozesse operationalisiert werden. Es wurden 16 Studien identifiziert, die Wortfrequenz-, Längen- und orthographische Nachbarschaftseffekte im Alter sowohl auf Verhaltensebene als auch auf neuronaler Ebene untersucht haben. Die Ergebnisse sprechen dafür, dass die visuelle Wortverarbeitung im Bereich der Ganzworterkennung bis ins hohe Alter relativ intakt und in ihrer Ausprägung annähernd konstant bleibt. Während Frequenzeffekte im Alter vergleichbar zu denen jüngerer Leser sind, könnten lexikalische Inhibitions- und Aktivierungsprozesse von Veränderungsprozessen im Alter betroffen sein. Die Ergebnisse zum Wortlängeneffekt sind ambivalent, könnten aber auf altersbedingte Unterschiede in den sublexikalischen Prozessen hindeuten. Gleichzeitig wird ein Mangel an neurokognitiven und deutschsprachigen Studien sichtbar.