The Mirror Generalization Process in Reading: Evidence from Korean Hangul

Scripts’ influence on reading processes and cognition: a preamble

“…We do not support the strong linguistic determinism version of the linguistic relativity hypothesis but accept the linguistic influence version of the theory. Multiple illustrations described in the two non-empirical papers in this journal issue and our own observations (Padakannaya, 2000;Winskel & Kim, 2021) advocate script-specific influences on reading and cognition. Thus, there is a universality in reading processes across cultures, and at the same time, there are script-specific effects.…”

“…There have been some studies probing the first (e.g., Huettig & Mishra, 2014;Morais et al, 1986;Wolf, 2015) and the second (e.g., Georgiou et al, 2008;Landerl et al, 2021;Nag & Perfetti, 2014;Prakash et al, 1993;Rao et al, 2017;Winskel & Kim, 2021) question. These studies show enough evidence favoring the view that there are certain differences between literate and illiterate minds/brains in their functional organization.…”

Same-different letter decision task: a study with Spanish children with dyslexia (Tarea de decisión de letras igual-diferente: un estudio con niños españoles con dislexia)

“…Esta hipótesis, propuesta por Dehaene y colaboradores (Dehaene, 2004(Dehaene, , 2010Dehaene & Cohen, 2007;Dehaene et al, 2005) sostiene que, durante el aprendizaje de la lectura, para ser capaces de procesar letras, las neuronas con la propiedad innata de GE deben ser recicladas progresivamente (Ahr et al, 2016;Borst et al, 2015;Dehaene, 2010;Dehaene & Cohen, 2007). La lectura es una invención cultural relativamente, por lo que cuando los niños comienzan a aprender a leer, los sistemas cerebrales preexistentes, que se utilizan para el reconocimiento visual de objetos y caras, deben ser reciclados o parcialmente reorientados (Dehaene & Cohen, 2007;Dehaene et al, 2005;Winskel & Kim, 2020).…”

“…So, in any language whose written system is the Latin alphabet, words that are made up of reversible letters can produce different words (e.g., in Spanish b eso [kiss] vs. p eso [weight]; in English bone vs. done, in French bois [woods] vs. dois [must]). Some studies have found that recognizing words that contain reversible letters is more difficult than recognizing words that contain non-reversible letters (Soares et al, 2019), being a challenge to children learning to read and even more for children with dyslexia (Badian, 2005; Fernandes et al, 2016; Winskel & Kim, 2020). During the early stages of learning to read and write, children make mirror errors (Cubelli & Della Sala, 2009; Lachmann & Geyer, 2003; Schott, 2007).…”

“…Reading is a recent cultural invention, and it does not have a designated region of the brain associated with that function. In this sense, when children begin to learn to read, the pre-existing brain systems that are used for visual recognition of objects and faces must be recycled or partially reoriented (Dehaene & Cohen, 2007; Dehaene et al, 2005; Winskel & Kim, 2020).…”