Specific phonological impairments in dyslexia revealed by eyetracking

Desroches, Amy S.; Joanisse, Marc F.; Robertson, Erin K.

doi:10.1016/j.cognition.2005.09.001

Cited by 70 publications

(77 citation statements)

References 19 publications

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“…We first tested whether the overall data replicated previous studies that compared onset and rhyme competitor effects (Allopenna et al, 1998;Desroches et al, 2006;Magnuson et al, 2003;McQueen and Viebahn, 2007). We computed mean fixation proportions for each type of picture (onset competitor, rhyme competitor, or distractor) over a time interval starting 200 ms after critical-word onset (as an estimate of the earliest point at which fixations could reflect a response based on information in the word; Matin et al, 1993;Saslow, 1967) and extending to 800 ms (as an estimate of when onset and rhyme competitor fixations would likely end, based on the findings of Allopenna et al, 1998, andViebahn, 2007).…”

Section: A Overall Analysesmentioning

confidence: 48%

“…McQueen and Viebahn (2007) report a statistically marginal rhyme-competitor effect (based on a between-item design with no stimulus repetition, like that used here, but with printed-word displays); this effect was limited to a relatively late time window (600-700 ms after target onset). The rhyme-competitor effect reported by Desroches et al (2006) was numerically smaller than the onset-competitor effect. Magnuson et al (2003) report that, as training on novel words in their artificial-lexicon study increased, fixation behavior to onset and rhyme competitors more closely resembled that found with real words (i.e., more and earlier looks to onset than to rhyme competitors).…”

Section: A Overall Analysesmentioning

confidence: 69%

“…We predicted that, with acoustically clear sentences, we would replicate the Allopenna et al results (i.e., that there would be more looks, on average, to onset competitors such as krokodil than to rhyme competitors such as hamer). Other eye-tracking studies have also suggested that onset competitors are stronger candidates than rhyme competitors [e.g., Magnuson et al (2003), with an artificial lexicon, at least as training on the novel words increases; Desroches et al (2006), with 9-year-old children; and McQueen and Viebahn (2007), with printed-word displays].…”

Section: Introductionmentioning

confidence: 99%

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Changing only the probability that spoken words will be distorted changes how they are recognized

McQueen

Huettig

2012

The Journal of the Acoustical Society of America

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An eye-tracking experiment examined contextual flexibility in speech processing in response to distortions in spoken input. Dutch participants heard Dutch sentences containing critical words and saw four-picture displays. The name of one picture either had the same onset phonemes as the critical word or had a different first phoneme and rhymed. Participants fixated on onset-overlap more than rhyme-overlap pictures, but this tendency varied with speech quality. Relative to a baseline with noise-free sentences, participants looked less at onset-overlap and more at rhyme-overlap pictures when phonemes in the sentences (but not in the critical words) were replaced by noises like those heard on a badly tuned AM radio. The position of the noises (word-initial or word-medial) had no effect. Noises elsewhere in the sentences apparently made evidence about the critical word less reliable: Listeners became less confident of having heard the onset-overlap name but also less sure of having not heard the rhyme-overlap name. The same acoustic information has different effects on spoken-word recognition as the probability of distortion changes.

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Section: A Overall Analysesmentioning

confidence: 48%

Section: A Overall Analysesmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

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Changing only the probability that spoken words will be distorted changes how they are recognized

McQueen

Huettig

2012

The Journal of the Acoustical Society of America

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“…Taken togther, the later occurrence and the increased N400 amplitudes for cohorts supports the position that there are temporally mediated influences of onset similarity that not only result in the activation of a competitor set but also drive lateral inhibition amongst initially similar words. This is an explanation that may account for the relative strength of the cohort competition effect observed in previous behavioral investigations (e.g., Allopenna et al, 1998;Desroches, Joanisse, & Robertson, 2006;Marslen-Wilson & Zwitserlood, 1989). The observed N400 rhyme effects strongly suggest that there is interaction between the phoneme and lexical levels of representation.…”

Section: Evidence For Continuous Mapping Models Of Spoken Word Recognmentioning

confidence: 59%

Investigating the Time Course of Spoken Word Recognition: Electrophysiological Evidence for the Influences of Phonological Similarity

Desroches

Newman²,

Joanisse

2009

Journal of Cognitive Neuroscience

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111

143

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Behavioral and modeling evidence suggests that words compete for recognition during auditory word identification, and that phonological similarity is a driving factor in this competition. The present study used event-related potentials [ERPs] to examine the temporal dynamics of different types of phonological competition (i.e., cohort and rhyme). ERPs were recorded during a novel picture-word matching task, where a target picture was followed by an auditory word that either matched the target (CONE-cone), or mismatched in one of three ways: rhyme (CONE-bone), cohort (CONE-comb), and unrelated (CONE-fox). Rhymes and cohorts differentially modulated two distinct ERP components, the Phonological Mismatch Negativity [PMN] and the N400, revealing the influences of pre-lexical and lexical processing components in speech recognition. Cohort mismatches resulted in late increased negativity in the N400, reflecting disambiguation of the later point of miscue and the combined influences of top-down expectations and misleading bottom-up phonological information on processing. In contrast, we observed a reduction in the N400 for rhyme mismatches, reflecting lexical activation of rhyme competitors. Moreover, the observed rhyme effects suggest that there is interaction between phoneme-level and lexical-level information in the recognition of spoken words. The results support the theory that both levels of information are engaged in parallel during auditory word recognition in a way that permits both bottom-up and top-down competition effects. Keywords Perception; Auditory processing; Event related potentialsIn understanding spoken language listeners need to both perceive incoming auditory information and access a semantic representation of that input. Although speech is understood quite rapidly and effortlessly, the cognitive processing involved in spoken word recognition is not trivial. In order to recognize what is being said, acoustic information must be translated into a phonological code, segmented into discrete words, and integrated with both the immediate context and prior knowledge such as word familiarity and contextual CIHR Author ManuscriptCIHR Author Manuscript CIHR Author Manuscript cues. Consistent with this, studies have revealed a range of factors that influence auditory word recognition (Luce & Pisoni, 1998;Norris, McQueen, & Cutler, 2000;Frauenfelder & Tyler, 1987;McClelland & Elman, 1986). These can be coarsely divided into two categories: those revealing the influence of 'pre-lexical' cues related to acoustic and phonological features, and those indexing the role of 'lexical' knowledge that denotes lexical-level influences such as frequency. There is significant ongoing discussion about exactly how auditory words are recognized, focusing on how and when these different types of information are accessed during the time course of processing, and furthermore, the extent to which these interact.Evidence suggests that spoken words are processed as speech unfolds, and that phonologically similar items ...

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“…Em outras palavras, essa dificuldade na decodificação das palavras escritas seria causada por um déficit na representação e/ou acesso às informações da gramática fonológica. No entanto, embora seja consenso entre muitos autores (LIBERMAN et al, 1974;BRADLEY;BRYANT, 1981;SNOWLING, 1981;STANOVICH;SIEGEL, 1994;BOWEY, 1996;MANIS et al, 1997;CAPOVILLA;CAPOVILLA, 2000;RISPENS, 2004;DESROCHES et al, 2006) que crianças disléxicas apresentam tal déficit fonológico, não há uma informação clara na literatura a respeito da natureza desse déficit, sendo difícil estabelecer se tais crianças têm problemas na representação da gramática fonológica ou no processamento dessas informações representadas.…”

Section: Objeto De Estudo E Pressupostos Teóricosunclassified

Acesso lexical e processamento fonológico na dislexia do desenvolvimento

Esteves¹,

Gomes²

2009

Revista De Estudos Da Linguagem

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ResumoDiversas pesquisas têm demonstrado que crianças disléxicas apresentam déficits na busca de palavras em diferentes tipos de teste. Assume-se que as dificuldades em acessar as foras das palavras estão relacionadas a deficiências na codoficação fonológica (FAUST, 2003), embora não haja menção na literatura sobre problemas na performance espontânea de crianças disléxicas em relação à forma das palavras que elas produzem. Neste artigo argumentamos que o problema da codificação fonológica e do acesso é mais bem tratado nos Modelos baseados no Uso, que concebem o conhecimento fonológico em diferentes estratos de abstração. De acordo com os resultados obtidos, parece que as crianças disléxicas acessam os padrões fonológicos mais abstratos da palavra-alvo embora a forma sonora da palavra não esteja, em alguns casos, disponível. Palavras-chaveDislexia, Acesso lexical, Modelos baseados no Uso

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Specific phonological impairments in dyslexia revealed by eyetracking

Cited by 70 publications

References 19 publications

Changing only the probability that spoken words will be distorted changes how they are recognized

Changing only the probability that spoken words will be distorted changes how they are recognized

Investigating the Time Course of Spoken Word Recognition: Electrophysiological Evidence for the Influences of Phonological Similarity

Acesso lexical e processamento fonológico na dislexia do desenvolvimento

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