The consequences of literacy and schooling for parsing strings.
Word processing initially occurs through letter-by-letter parsing at early stages of reading development. Here we investigated the role of literacy in parsing both linguistic and non-linguistic strings, as well as the consequences of the possible changes brought by the acquisition of reading. Illite...
| Publicado en: | Language, Cognition & Neuroscience Vol. 33; no. 3; pp. 293 - 300 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127727910&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 127727910 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 23273798 IQ6T jtl: Language, Cognition & Neuroscience issn: 23273798 maglogo: N pubinfo: dt: Apr2018 vid: 33 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 127727910 127727910 127727910 10.1080/23273798.2017.1313436 127727910 ppf: 293 ppct: 7 formats: tig: atl: The consequences of literacy and schooling for parsing strings. aug: au: Malik-Moraleda, Saima Orihuela, Karla Carreiras, Manuel Duñabeitia, Jon Andoni affil: BCBL, Basque Center on Cognition, Brain and Language, Donostia, Spain sug: subj: Literacy Linguistics Reading Human Cognition Illiteracy Psycholinguistics Symbolic Interactionism ab: Word processing initially occurs through letter-by-letter parsing at early stages of reading development. Here we investigated the role of literacy in parsing both linguistic and non-linguistic strings, as well as the consequences of the possible changes brought by the acquisition of reading. Illiterates matched with schooled literates on socio-demographic and cognitive measures were presented with a character search task. Overall, literates performed better than illiterates in identifying constituents in linguistic and non-linguistic strings. Illiterates showed a similar performance for all types of strings. In contrast, literates showed a graded pattern with non-linguistic strings being processed much worse than linguistic strings. These results support domain-specific models of orthographic processing, and they suggest that visual word recognition is not fully parallel to visual object recognition. Most importantly, they demonstrate the impact of literacy on the ability of breaking down a word into its constituents. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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