Phonological Access to the Mental Lexicon in a Target Discrimination Task

1984 ◽  
Vol 110 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Garvin Chastain
Keyword(s):  
Discrimination Task ◽  
Mental Lexicon ◽  
Target Discrimination ◽  
Phonological Access

Masking Effects of Similar and Dissimilar Letters: A Test of the Interactive Channels Model

1977 ◽  
Vol 44 (3_suppl) ◽  
pp. 1219-1228 ◽  
Author(s):  
James T. Townsend ◽  
Joan Gay Snodgrass
Keyword(s):  
Discrimination Task ◽  
Noise Letter ◽  
Target Discrimination ◽  
The Right

Subjects identified which of two target letters was presented when the target was accompanied by a similar or dissimilar noise letter, the target appeared on the right or left of fixation, and the target was central or peripheral to the noise letter. Although performance deteriorated in the presence of noise letters compared to control conditions, masking was no greater with similar than dissimilar noise letters. Rather masking effects were specific to particular target-mask pairs, suggesting facilitation of target perception when mask and target shared features critical to the target-discrimination task. Thus, no evidence for Estes' interactive channels model was obtained. Neither the left vs right position of the target nor its centrality had any effect on accuracy or speed. Correct latencies to a target covaried with its accuracy of detection, but incorrect latencies were more strongly associated with the target identified than with the target presented.

Event-related potentials during a target discrimination task based on texture cue

2003 ◽  
Vol 34 (14) ◽  
pp. 34-43 ◽  
Author(s):  
Jiuk Jung ◽  
Tetsuo Kobayashi ◽  
Yuwen Li ◽  
Shinya Kuriki
Keyword(s):  
Discrimination Task ◽  
Event Related Potentials ◽  
Target Discrimination ◽  
Related Potentials

scholarly journals Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Ana Beatriz Leite dos Anjos ◽  
Alexandre Lucas de Araújo Barbosa ◽  
Cíntia Alves Salgado Azoni
Keyword(s):  
Working Memory ◽  
Intellectual Disability ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Mental Lexicon ◽  
Rapid Automatized Naming ◽  
Cross Sectional ◽  
Phonological Working Memory ◽  
Students With Adhd ◽  
Phonological Access

ABSTRACT Purpose: to compare the performance of students with dyslexia, intellectual disability and ADHD on the skills of phonological awareness, phonological access to the mental lexicon, and phonological working memory. Methods: this is a descriptive, cross sectional and quantitative study. The sample was composed of 32 students, divided into the following groups: G1 - students with dyslexia; G2 - students with ADHD; G3 - students with intellectual disability. The children were assessed on their skills of phonological awareness, phonological working memory, and phonological access to the mental lexicon. A descriptive and inferential analysis was made, using the non-parametric Kruskal-Wallis test. Results: statistically significant differences were observed among the three groups on the phonological working memory skills for pseudowords, forward digit repetition, and backward digit repetition; phonological awareness on syllable level, phoneme level, test total score, and digits subtest of the rapid automatized naming test. Through the descriptive analysis, it was observed that G1 had the best results on all the skills assessed, followed by G2 and G3 Conclusion: differences were found on the skills of phonological working memory and phonological awareness among the groups of students presented with dyslexia, ADHD and intellectual disability.

Gamma oscillations in gerbil auditory cortex during a target-discrimination task reflect matches with short-term memory

2008 ◽  
Vol 1220 ◽  
pp. 70-80 ◽  
Author(s):  
Marcus Jeschke ◽  
Daniel Lenz ◽  
Eike Budinger ◽  
Christoph S. Herrmann ◽  
Frank W. Ohl
Keyword(s):  
Auditory Cortex ◽  
Discrimination Task ◽  
Short Term Memory ◽  
Gamma Oscillations ◽  
Short Term ◽  
Term Memory ◽  
Target Discrimination

Stimulus Ratio Effects on Speech Discrimination by Children and Adults

1991 ◽  
Vol 34 (3) ◽  
pp. 671-678 ◽  
Author(s):  
Joan E. Sussman
Keyword(s):  
Discrimination Task ◽  
Response Pattern ◽  
Response Patterns ◽  
Speech Discrimination ◽  
Adult Group ◽  
Discrimination Accuracy ◽  
Formant Frequency ◽  
Response Strategies ◽  
Place Of Articulation ◽  
Adults And Children

This investigation examined the response strategies and discrimination accuracy of adults and children aged 5–10 as the ratio of same to different trials was varied across three conditions of a “change/no-change” discrimination task. The conditions varied as follows: (a) a ratio of one-third same to two-thirds different trials (33% same), (b) an equal ratio of same to different trials (50% same), and (c) a ratio of two-thirds same to one-third different trials (67% same). Stimuli were synthetic consonant-vowel syllables that changed along a place of articulation dimension by formant frequency transition. Results showed that all subjects changed their response strategies depending on the ratio of same-to-different trials. The most lax response pattern was observed for the 50% same condition, and the most conservative pattern was observed for the 67% same condition. Adult response patterns were most conservative across condition. Differences in discrimination accuracy as measured by P(C) were found, with the largest difference in the 5- to 6-year-old group and the smallest change in the adult group. These findings suggest that children’s response strategies, like those of adults, can be manipulated by changing the ratio of same-to-different trials. Furthermore, interpretation of sensitivity measures must be referenced to task variables such as the ratio of same-to-different trials.

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