Semantic interference on a phonological task in illiterate subjects

Scandinavian Journal of Psychology

Volumn 48, Issue 1, 2007, Pages 69-74

  Reis, Alexandra ^a,b   Faísca, Luís ^b   Mendonça, Susana ^b   Ingvar, Martin ^a   Petersson, Karl Magnus ^a,b,c  

^a KAROLINSKA INSTITUTE   (Sweden)

^b UNIVERSITY OF ALGARVE   (Portugal)

^c RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

Author keywords

Language; Literacy; Phonological word awareness; Semantic interference

Indexed keywords

AGED; ANALYSIS OF VARIANCE; ARTICLE; AWARENESS; COGNITION; EDUCATIONAL STATUS; FEMALE; HUMAN; LANGUAGE; PHONETICS; PHYSIOLOGY; READING; REFERENCE VALUE; SEMANTICS; TASK PERFORMANCE;

AGED; ANALYSIS OF VARIANCE; AWARENESS; COGNITION; EDUCATIONAL STATUS; FEMALE; HUMANS; LANGUAGE; PHONETICS; READING; REFERENCE VALUES; SEMANTICS; TASK PERFORMANCE AND ANALYSIS;

EID: 33846495650     PISSN: 00365564     EISSN: 14679450     Source Type: Journal    
DOI: 10.1111/j.1467-9450.2006.00544.x     Document Type: Article

References (29)

1. Adrian, J. A. (1993). Habilidad metafonologica en sujetos analfabetos y malos lectores. Boletin de Psicologia, 39, 7-19.
2. Baddeley, A. D., Gathercole, S. E. & Pagagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.
3. Bradley, L. & Bryant, P. (1991). Phonological skills before and after learning to read. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological Processes in Literacy. (pp. 37-45). Hillsdale, NJ: Lawrence Erlbaum Associates.
4. Brady, S., Shankweiler, D. & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345-367.
5. Coppens, P., Parente, M. A. M. P. & Lecours, A. R. (1998). Aphasia in illiterate individuals. In P. Coppens, Y. Lebrun & A. Basso (Eds.), Aphasia in Atypical Populations (pp. 175-202). London: Lawrence Erlbaum.
6. Ehri, L. C. & Wilce, L. S. (1981). The influence of orthography on readers' conceptualization of the phonemic structure of words. Apllied Psycholinguistics, 2, 371-385.
7. Garcia, C. (1984). A Docnça de Alzheimer. Problemas de diagnóstico clínico. University of Lisbon, Lisbon.
8. Garcia, C. & Guerreiro, M. (1983). Pseudo-Dementia in illiterates. Paper presented at the meeting of the International Neuropsychological Society. Lisbon.
9. Hallé, P. A., Chéreau, C. & Segui, J. (2000). Where is the /b/ in "absurde" [apsyrd]? It is in French listeners' minds. Journal of Memory and Language, 43, 618-639.
10. Jakimik, J., Cole, R. A. & Rudnicky, A. I. (1985). Sound and spelling in spoken word recognition. Journal of Memory and Language, 24, 165-178.
11. Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
12. Karmiloff-Smith, A., Grant, J., Sims, K., Jones, M. C. & Cuckle, P. (1996). Rethinking metalinguistic awareness: Representing and accessing knowledge about what counts as a word. Cognition, 58, 197-219.
13. Kolinsky, R., Cary, L. & Morais, J. (1987). Awareness of words as phonological entities: The role of literacy. Applied Psycholinguistics, 8, 223-232.
14. Kosmidis, M. K., Tsapkini, K., Folia, V., Vlahou, C. & Kiosseoglou, G. (2004). Semantic and phonological processing in illiteracy. Journal of the International Neuropsychological Society, 10(6), 818-827.
15. Morais, J. (1993). Phonemic awareness, language and literacy. In R.M. Joshi & C.K. Leong (Eds.), Reading disabilities: Diagnosis and component processes (pp. 175-184). Dordrecht: Kluwer Academic Publishers.
16. Patterson, K. & Lambon-Ralph, M. A. (1999). Selective disorders of reading? Current Opinion in Neurobiology, 9, 235-239.
17. Petersson, K. M. & Reis, A. (2006). Characteristics of illiterate and literate cognitive processing: Implications of brain-behavior co-constructivism. In P. B. Baltes, P. Reuter-Lorenz & F. Rösler (Eds.), Lifespan development and the brain: The perspective of biocultural co-constructivism (pp. 279-305). Cambridge, UK: Cambridge University Press.
18. Petersson, K. M., Reis, A., Askelof, S., Castro-Caldas, A. & Ingvar, M. (2000). Language processing modulated by literacy: A network analysis of verbal repetition in literate and illiterate subjects. Journal of Cognitive Neuroscience, 12(3), 364-382.
19. Petersson, K. M., Reis, A. & Ingvar, M. (2001). Cognitive processing in literate and illiterate subjects: A review of some recent behavioral and functional neuroimaging data. Scandinavian Journal of Psychology, 42, 251-267.
20. Reis, A. & Castro-Caldas, A. (1997). Illiteracy: A bias for cognitive development. Journal of the International Neuropsychological Society, 3, 444-450.
21. Reis, A., Guerreiro, M. & Petersson, K. M. (2003). A sociodemographic and neuropsychological characterization of an illiterate population. Applied Ncuropsychology, 10(4), 191-204.
22. Seidenberg, M. S. & Tanenhaus, M. K. (1979). Orthographic effects in rhyme monitoring. Journal of Experiemental Psychology: Human Learning and Memory, 5, 546-554.
23. Serniclaes, W., Ventura, P., Morais, J. & Kolinsky, R. (2005). Categorial perception of speech sounds in illiterate adults. Cognition, 98, 835-844.
24. Silva, C. G., Petersson, K. M., Faísca, L., Ingvar, M. & Reis, A. (2004). The effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluency. Journal of Clinical and Experimental Neuropsychology, 26(2), 266-277.
25. Slowiaczek, L. M., Soltano, E. G., Wieting, S. J. & Bishop, K. L. (2003). An investigation of phonology and orthography in spoken-word recognition. The Quarterly Journal of Experimental Psychology, 56A(2), 233-262.
26. Stone, G. O., Vanhoy, M. & Van Orden, G. C. (1997). Perception is a two-way street: Feedforward and feedback phonology in visual word recognition. Journal of Memory and Language, 36, 337-359.
27. Taft, M. & Hambly, G. (1985). The influence of orthography on phonological representations in the lexicon. Journal of Memory and Language, 24, 320-335.
28. Ziegler, J. C. & Ferrand, L. (1998). Orthography shapes the perception of speech: The consistency effect in auditory word recognition. Psychonomic. Bulletin and Review, 5, 683-689.
29. Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29.