Discrimination of spatially confusable letters by young children

Asso, Doreen; Wyke, Maria

doi:10.1016/0022-0965(71)90059-2

Cited by 18 publications

(6 citation statements)

References 13 publications

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“…The largest differences between children with reading disability and average readers were observed on tasks involving long-term memory (continuous performance task and controlled writing task). These findings may reflect the difficulty of the continuous performance and controlled writing tasks, which have been found in the past to be more difficult than shortterm memory tasks with average readers (Asso & Wyke, 1971;Vogel, 1980). As suggested by Vogel, it is possible that general memory limitations make it difficult for children to retain lowpriority information about orientation.…”

Section: Discussionmentioning

confidence: 84%

The Incidence and Nature of Letter Orientation Errors in Reading Disability

Terepocki¹,

Kruk

Willows

2002

J Learn Disabil

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Letter orientation confusions (reversals) in the reading and writing of 10-year-old children with and without reading disability were investigated to determine whether reading disability is associated with letter orientation errors and to identify the nature of the errors. In a variety of tasks measuring letter orientation confusions in reception (reversal detection and recognition) and production (controlled writing, copying), individuals with reading disability made more orientation confusions than average readers. Orientation errors were more frequent for reversible than for nonreversible items in tasks involving long-term memory processes. The results did not appear to be related to group differences in attention or speed of motor responding. Possible sources of orientation confusions, including deficient magnocellular system processing, mislabeling, and overreliance on visual strategies, are discussed.

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Section: Discussionmentioning

confidence: 84%

The Incidence and Nature of Letter Orientation Errors in Reading Disability

Terepocki¹,

Kruk

Willows

2002

J Learn Disabil

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“…During reading acquisition, neurons of the soon-to-be VWFA are progressively recycled to recognize letters and words. As the VWFA functionally adapts to letters and letter strings, it inherits the former properties of the neurons, notably, MG. MG is particularly detrimental to the recognition of mirror letters, that is, letters whose mirror-image counterparts are another letter of the alphabet, namely, b and d or p and q in the Latin alphabet (Asso & Wyke, 1971; Hildreth, 1934). These persistent mirror errors will nevertheless disappear in children (Serpell, 1971).…”

Section: Paradox Of the Reading Brain And The Neuronal Recycling Hypo...mentioning

confidence: 99%

The Learning Brain

Ahr

Borst

Houdé

2016

Zeitschrift für Psychologie

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Abstract. Reading is an example of complex learning specific to human beings. In readers, an area of the brain is dedicated to the visual processing of letters and words, referred to as the visual word form area (VWFA). The existence of this brain area is paradoxical. Reading is too recent to be a phylogenic product of Darwinian evolution. It likely develops with intense school training via a neuroplastic ontogenic process of neuronal recycling: neurons in the lateral occipitotemporal lobe originally tuned to the visual recognition of stimuli, such as faces, objects, and animals, will be recycled for the visual recognition of letters and words. Thus, the VWFA inherits the intrinsic properties of these neurons, notably, mirror generalization, a process (or heuristic) applied to all visual stimuli that enables the recognition of a stimulus irrespective of its left-right orientation. On its own, this inherited property is not adapted to reading because it makes children confuse mirror letters, such as b and d in the Latin alphabet. In this article, we present evidence that inhibitory control is critical to avoid mirror errors inherited from the neuronal recycling process by blocking the mirror generalization heuristic in the context of reading. We subsequently argue that the “neuronal recycling + inhibitory control” law constitutes a general law of the learning brain by demonstrating that it may also account for the development of numeracy.

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“…Two figures were paired with a right-to-left rotation and two were paired with an up-to-down inversion. Research indicates these transformations are the most difficult for young children to differentiate (Davidson, 1935;Gibson, et al, 1962;Popp, 1964;Asso and Wyke, 1971). The stimuli were printed in black on white 2" x 2" cards for the program sequences.…”

Section: Stimulimentioning

confidence: 99%

“…Achievement was measured on three tasks, visual memory, visual discrimination, and a pariedassociate task. Results indicated that vanished single hue color cues can facilitate learning without interference.Previous research has demonstrated that young subjects have difficulty discriminating between graphemes and other graphic characters which are similar, particularly reversals and inversions (Asso and Wyke, 1971;Davidson, 1935;Gibson, et al, 1962;Popp, 1964;Smith, 1928). However, as Hyman and Cohen (1975) point out the bulk of research has been concerned more with endogenic factors attempting to identify the etiology or characteristics of subjects manifesting these confusions.…”

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confidence: 94%

Color as an Attentional Cue in Discrimination Learning

Allington

1976

Journal of Reading Behavior

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Previous studies have shown that while multiple hue color cues can have a facilitative effect on initial learning, they can produce negative effects on a non-cued criterion task. The present study was designed to determine if single hue color cues could facilitate initial learning without being disruptive at transfer. Manipulations involved condition of availability of these cues. 102 S's, in three treatment groups were presented with a learning sequence. Availability was varied in no color, maximum color, and vanished color conditions. Achievement was measured on three tasks, visual memory, visual discrimination, and a pariedassociate task. Results indicated that vanished single hue color cues can facilitate learning without interference.Previous research has demonstrated that young subjects have difficulty discriminating between graphemes and other graphic characters which are similar, particularly reversals and inversions (Asso and Wyke, 1971;Davidson, 1935;Gibson, et al, 1962;Popp, 1964;Smith, 1928). However, as Hyman and Cohen (1975) point out the bulk of research has been concerned more with endogenic factors attempting to identify the etiology or characteristics of subjects manifesting these confusions. Too little research has investigated exogenic factors, specifically the modifiability of the stimuli or the learning environment. Similar criticism of past research is offered by Strother (1975). As one example of exogenic research he cites the work of Zeaman and House (1963) who demonstrated that children, identified as perceptually handicapped, unable to discriminate between a triangle and a diamond had a basic difficulty in learning to focus visual attention on relevant aspects of the task. Once this difficulty was overcome the apparent perceptual handicap dissipated. The Zeaman and House study is of particular relevance because while investigating the comparative effects of training using three a This research was conducted as partial fulfillment of the requirements for the degree of Doctor of Philosophy in the

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Discrimination of spatially confusable letters by young children

Cited by 18 publications

References 13 publications

The Incidence and Nature of Letter Orientation Errors in Reading Disability

The Incidence and Nature of Letter Orientation Errors in Reading Disability

The Learning Brain

Color as an Attentional Cue in Discrimination Learning

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