Reading and a diffusion model analysis of peaction time

Developmental Neuropsychology

Volumn 37, Issue 4, 2012, Pages 299-316

  Naples, Adam ^a   Katz, Leonard ^b,c   Grigorenko, Elena L ^a,d,e  

^a YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^b HASKINS LABORATORIES   (United States)

^c UNIVERSITY OF CONNECTICUT   (United States)

^d Columbia University ^*  (United States)

^e MOSCOW STATE UNIVERSITY   (Russian Federation)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CHILD DEVELOPMENT; COGNITION; FEMALE; HUMAN; LINGUISTICS; MALE; METHODOLOGY; NEUROPSYCHOLOGICAL TEST; PHYSIOLOGY; PSYCHOLOGICAL MODEL; REACTION TIME; READING;

CHILD; CHILD DEVELOPMENT; COGNITION; FEMALE; HUMANS; MALE; MODELS, PSYCHOLOGICAL; NEUROPSYCHOLOGICAL TESTS; PSYCHOLINGUISTICS; REACTION TIME; READING;

EID: 84862185532     PISSN: 87565641     EISSN: None     Source Type: Journal    
DOI: 10.1080/87565641.2011.614979     Document Type: Article

References (64)

1. Betjemann, R. S., & Keenan, J. (2008). Phonological and semantic priming in children with reading disability. Child Development, 79, 1086-1102.
2. Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing, 11, 239-273.
3. Bone, R. B., Cirino, P., Morris, R. D., & Morris, M. K. (2002). Reading and phonological awareness in reading-disabled adults. Developmental Neuropsychology, 21, 306-320.
4. Bonifacci, P., & Snowling, M. J. (2008). Speed of processing and reading disability: A cross-linguistic investigation of dyslexia and borderline intellectual functioning. Cognition, 107, 999-1017.
5. Breznitz, Z. (2002). Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia. Reading and Writing, 15, 15-42.
6. Breznitz, Z., & Misra, M. (2003). Speed of processing of the visual-orthographic and auditory-phonological systems in adult dyslexics: The contribution of "asynchrony" to word recognition deficits. Brain and Language, 85, 486-502. (Pubitemid 36559587)
7. Cattell, R. B., & Cattell, H. E. P. (1973). Measuring intelligence with the culture fair tests. Champaign, IL: Institute for Personality and Ability Testing.
8. Cohen, J., & Cohen, P. (1983). Applied multiple regression/ correlation analysis for the behavioral sceinces. Hillsdale, NJ: Lawrence Erlbaum Publishers.
9. Denckla, M., & Rudel, R. (1974). Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10, 186-202.
10. Denckla, M., & Rudel, R. (1976a). Naming of object-drawings by dyslexic and other learning disabled children. Brain and Language, 3, 1-15.
11. Denckla, M., & Rudel, R. (1976b). Rapid "automatized' naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479. doi:10.1016/0028-3932(76)90075-0
12. Faust, M. E., & Gernsbacher, M. A. (1996). Cerebral mechanisms for suppression of inappropriate information during sentence comprehension. Brain and Language, 53, 234-259. (Pubitemid 26152318)
13. Fawcett, A. J., Nicolson, R. I., & Maclagan, F. (2001). Cerebellar tests differentiate between groups of poor readers with and without IQ discrepancy. Journal of Learning Disabilities, 34, 119-135.
14. Gernsbacher, M. A., & Faust, M. E. (1991). The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning Memory and Cognition, 17, 245-262.
15. Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430-445.
16. Grigorenko, E. L. (2011). ["Prereading," its characteristics and its role in reading mastery]. Voprosy Psikhologii, 6, 122-130.
17. Grigorenko, E. L., DeYoung, C. G., Getchell, M., Haeffel, G. J., af Klinteberg, B., Koposov, R., Yrigollen, C. M. (2007). Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension. Development and Psychopathology, 19, 1089-1103. (Pubitemid 47578014)
18. Grigorenko, E. L., Kornev, A. N., Rakhlin, N., & Krivulskaya, S. (2010). Reading-related skills, reading achievement, and inattention: A correlational study. Journal of Cognitive Education and Psychology, 10(2), 140-156.
19. Grigorenko, E. L., & Sternberg, R. J. (2001). Analytical, creative, and practical intelligence as predictors of self-reported adaptive functioning: A case study in Russia. Intelligence, 28, 1-17.
20. Heath, S. M., Bishop, D. V., Hogben, J. H., & Roach, N. W. (2006). Psychophysical indices of perceptual functioning in dyslexia: A psychometric analysis. Cognitive Neuropsychology, 23, 905-929.
21. Johnson, E. P., Pennington, B. F., Lee, N. R., & Boada, R. (2009). Directional effects between rapid auditory processing and phonological awareness in children. Journal of Child Psychology and Psychiatry, 50, 902-910.
22. Katz, L., & Wicklund, D. A. (1971). Simple reaction time for good and poor readers in grades two and six. Perceptual and Motor Skills, 32, 270.
23. Kaufman, A. S., & Kaufman, N. L. (1990). Kaufman brief intelligence test. Circle Pines, MN: AGS.
24. Kornev, A. N., Rakhlin, N., & Grigorenko, E. L. (2011). Dyslexia from a cross-linguistic and cross-cultural perspective: The case of Russian and Russia. Learning Disabilities: A Contemporary Journal, 8, 41-69.
25. Mair, P., & Hatzinger, R. (2007). Extended rasch modeling: The erm package for the application of IRT models in R. Journal of Statistical Software, 20, 1-20.
26. Meyler, A., & Breznitz, Z. (2003). Processing of phonological, orthographic and cross-modal word representations among adult dyslexic and normal readers. Reading and Writing, 16, 785-803. (Pubitemid 39051173)
27. Miller-Shaul, S., & Breznitz, Z. (2004). Electrocortical measures during a lexical decision task: a comparison between elementary school-aged normal and dyslexic readers and adult normal and dyslexic readers. The Journal of Genetic Psychology, 165, 399-424. (Pubitemid 40046079)
28. Naples, A. J., Chang, J. T., Katz, L., & Grigorenko, E. L. (2009). Same or different? Insights into the etiology of phonological awareness and rapid naming. Biological Psychology, 80, 226-239.
29. Nelder, J. A., & Mead, R. (1965). A simplex method for function minimization. Computer Journal, 7, 308-313.
30. Nicolson, R. I., & Fawcett, A. J. (1990). Automaticity: A new framework for dyslexia research? Cognition, 35, 159-182.
31. Nicolson, R. I., & Fawcett, A. J. (1994). Reaction times and dyslexia. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 47, 29-48.
32. Nicolson, R. I., & Fawcett, A. J. (2006). Do cerebellar deficits underlie phonological problems in dyslexia? Developmental Science, 9, 259-262. (Pubitemid 43572360)
33. Nicolson, R. I., & Fawcett, A. J. (2007). Procedural learning difficulties: Reuniting the developmental disorders? Trends in Neurosciences, 30, 135-141. (Pubitemid 46482685)
34. Nimon, K., Lewis, M., Kane, R., & Haynes, R. M. (2008). An R package to compute commonality coefficients in the multiple regression case: An introduction to the package and a practical example. Behavior Research Methods, 40, 457-466.
35. Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357-383.
36. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Vehoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189-213). Amsterdam, Netherlands, and Philadelphia, PA: John Benjamins.
37. R Development Core Team. (2009). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing.
38. Ratcliff, R. (1978). A theory of memory retrieval. Psychological Review, 85, 59-108.
39. Ratcliff, R. (1993). Methods for dealing with reaction time outliers. Psychological Bulletin, 114(3), 510-532.
40. Ratcliff, R., & McKoon, G. (2008). The diffusion decision model: Theory and data for two-choice decision tasks. Neural Computation, 20, 873-922.
41. Roach, N., Edwards, V., & Hogben, J. (2004). The tale is in the tail: An alternative hypothesis for psychophysical performance variability in dyslexia. Perception, 33, 817-830. (Pubitemid 39305518)
42. Rosner, J. (1999). Test of auditory analysis skills. Novato, CA: Academic Therapy Publications.
43. Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48, 115-136. (Pubitemid 128687661)
44. Scarborough, H. S. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 3-24). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
45. Schulte-Körne, G., Deimel, W., Bartling, J., & Remschmidt, H. (1999). The role of phonological awareness, speech perception, and auditory temporal processing for dyslexia. European Child & Adolescent Psychiatry, 8, 28-34.
46. Seibold, D., & McPhee, R. (1979). Commonality analysis: a method for decomposing explained variance in multiple regression analyses. Human Communication Research, 5, 355-365.
47. Shanahan, M. A., Pennington, B. F., Yerys, B. E., Scott, A., Boada, R., Willcutt, E. G., DeFries, J. C. (2006). Processing speed deficits in Attention Deficit/Hyperactivity Disorder and reading disability. Journal of Abnormal Child Psychology, 34, 585-602.
48. Share, D. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. Psychological Bulletin, 134, 584-615.
49. Smith, E. V., & Smith, R. M. (Eds.). (2005). Introduction to Rasch measurement. Maple Grove, MN: JAM.
50. Snellings, P., Zeguers, M. H. T., Tamboer, P., Tijms, J., Weeda, W. D., Huizenga, H. M., & Bexkens, A. (2009, June 25-27). A diffusion model explanation of slow word recognition in children with reading disabilities. Poster presented at the Society for the Scientific Study of Reading annual conference, Boston, MA.
51. Stoodley, C. J., Fawcett, A. J., Nicolson, R. I., & Stein, J. F. (2006). Balancing and pointing tasks in dyslexic and control adults. Dyslexia, 12, 276-288. (Pubitemid 44824508)
52. Stoodley, C. J., & Stein, J. F. (2006). A processing speed deficit in dyslexic adults? Evidence from a peg-moving task. Neuroscience Letters, 399, 264-267.
53. Stringer, R., & Stanovich, K. E. (2000). The connection between reaction time and variation in reading ability: Unravelling covariance relationships with cognitive ability. Scientific Studies of Reading, 4, 41-53.
54. Vandekerckhove, J., & Tuerlinckx, F. (2008). Diffusion model analysis with matlab: A DMAT primer. Behavior Research Methods, 40, 61-72.
55. Voss, A., Rothermund, K., & Voss, J. (2004). Interpreting the parameters of the diffusion model: An empirical validation. Memory and Cognition, 32, 1206-1220. (Pubitemid 40344330)
56. Voss, A., & Voss, J. (2007). Fast-dm: A free program for efficient diffusion model analysis. Behavior Research Methods, 39, 767-775.
57. Voss, A., & Voss, J. (2008). A fast numerical algorithm for the estimation of diffusion model parameters. Journal of Mathematical Psychology, 52, 1-9.
58. Wechsler, D. (1986). WAIS-R: Wechsler Adult Intelligence Scale (Rev. ed.). San Antonio, TX: The Psychological Corporation.
59. Wechsler, D. (1999). Wechsler Abbreviated Scale of Intelligence. San Antonio, TX: The Psychological Corporation.
60. Wickham, H. (2009). ggplot2: Elegant graphics for data analysis. New York, NY: Springer.
61. Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92, 668-680. (Pubitemid 33204873)
62. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal of Educational Psychology, 91, 415-438.
63. Wolf, M., O'Rourke, A. G., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading & Writing, 15, 43-72.
64. Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading. Psychological Science, 21, 551-559.