The impact of task demand on visual word recognition

Neuroscience ◽  
2014 ◽  
Vol 272 ◽  
pp. 102-115 ◽  
Author(s):  
J. Yang ◽  
J. Zevin
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Task Demand ◽  
The Impact

The impact of orthographic connectivity on visual word recognition in Arabic: A cross-sectional study

2014 ◽  
Vol 27 (8) ◽  
pp. 1413-1436 ◽  
Author(s):  
Asaid Khateb ◽  
Manal Khateb-Abdelgani ◽  
Haitham Y. Taha ◽  
Raphiq Ibrahim
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Cross Sectional Study ◽  
Visual Word ◽  
Sectional Study ◽  
Cross Sectional ◽  
The Impact

DIFFERENCES IN VISUAL WORD RECOGNITION BETWEEN L1 AND L2 SPEAKERS

2017 ◽  
Vol 40 (2) ◽  
pp. 319-339
Author(s):  
Pauline Schröter ◽  
Sascha Schroeder
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Reading Fluency ◽  
Reading Development ◽  
Visual Word ◽  
Decision Task ◽  
School Students ◽  
Mixed Effect ◽  
L2 Processing ◽  
The Impact

AbstractInvestigating the impact of linguistic characteristics on visual word recognition in children, we studied whether differences in native (L1) and second language (L2) processing already emerge at the beginning of reading development. German elementary school students in grades 2 to 6 completed a battery of standardized tests and a lexical decision task (LDT). Though L1 speakers outperformed L2 speakers on German skills, groups did not differ in their overall performance on the LDT. However, results from mixed-effect models revealed greater effects for word frequency and length in L2 over L1 speakers, indicating qualitative differences in the sensitivity to linguistic information between groups. This distinction persisted across all grades and after controlling for differences in vocabulary size and reading fluency. Findings extend evidence provided for adult L2 processing, suggesting that varying language exposure shapes the development of the word-recognition system already in the early stages of reading development.

scholarly journals Embodied Semantic Effects in Visual Word Recognition

2018 ◽  
Author(s):  
Louise Connell ◽  
Dermot Lynott
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Visual Word Recognition ◽  
Semantic Content ◽  
Sensory Experience ◽  
Visual Word ◽  
Object Interaction ◽  
Sensorimotor Information ◽  
The Impact

We review the range of embodied semantic effects that have been found in visual word recognition paradigms (lexical decision, naming). Many different embodied effects have been elicited by distinct measures of sensorimotor information, and are associated with different theoretical accounts of why semantic content affects how quickly a word can be recognised. We discuss effects due to imageability, body-object interaction, relative embodiment, sensory experience, and modality-specific perceptual strength. Finally, we discuss the impact of embodied semantic effects on current models of visual word recognition.

Letter coding in visual word recognition: The impact of embedded words

2017 ◽  
Vol 92 ◽  
pp. 14-25 ◽  
Author(s):  
Marcus Taft ◽  
Joe Xu ◽  
Sonny Li
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Word ◽  
The Impact

The impact of visual cues during visual word recognition in deaf readers: An ERP study

Cognition ◽  
2022 ◽  
Vol 218 ◽  
pp. 104938
Author(s):  
Eva Gutierrez-Sigut ◽  
Marta Vergara-Martínez ◽  
Manuel Perea
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Cues ◽  
Visual Word ◽  
Deaf Readers ◽  
The Impact

Does Viotin Activate Violin More Than Viocin?

2014 ◽  
Vol 61 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Manuel Perea ◽  
Victoria Panadero
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Developmental Dyslexia ◽  
Computational Models ◽  
Error Rates ◽  
Visual Word ◽  
Base Word ◽  
Similar Response ◽  
Skilled Readers ◽  
Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

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