Learning to read aligns visual analytical skills with grapheme-phoneme mapping: Evidence from illiterates

Frontiers in Evolutionary Neuroscience

Volumn 4, Issue JUN, 2012, Pages

  Lachmann, Thomas ^a   Khera, Gunjan ^a   Srinivasan, Narayanan ^b   van Leeuwen, Cees ^c  

^a Rheinland Pfälzische Technische Universität Kaiserslautern Landau   (Germany)

^b UNIVERSITY OF ALLAHABAD   (India)

^c UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

Dyslexia; Flanker; Illiterate; Letter recognition; Literacy; Object recognition; Reading acquisition

Indexed keywords

EID: 84874216671     PISSN: None     EISSN: 1663070X     Source Type: Journal    
DOI: 10.3389/fnevo.2012.00008     Document Type: Article

References (50)

1. Banai, K., and Ahissar, M. (2006). Auditory processing deficits in dyslexia: task or stimulus related? Cereb. Cortex 16, 1718-1728.
2. Bavelier, D., Deruelle, C., and Proksch, J. (2000). Positive and negative compatibility effects. Percept. Psychophys. 62, 100-112.
3. Blomert, L. (2011). The neural signa- ture of orthographic-phonological binding in successful and failing reading development. Neuroimage 57, 695-703.
4. Boenke, L., Ohl, F., Nikolaev, A., Lachmann, T., and van Leeuwen, C. (2009). Different time courses of Stroop and Garner effects in perception - an event-related potentials study. Neuroimage 45, 1272-1288.
5. Briand, K. A. (1994). Selective atten- tion to global or local-structure of objects - alternative measures of nontarget processing. Percept. Psychophys. 55, 562-575.
6. Bruder, J., Leppanen, P. H. T., Bartling, J., Csepe, V., Demonet, J. F., and Schulte-Koerne, G. (2010). An investigation of prototypical and atypical within-category vowels and non-speech analogues on cortical auditory evoked related potentials (AERPs) in 9 year old children. Int. J. Psychophysiol. 79, 106-117.
7. Burgund, E. D., Guo, Y., and Aurbach, E. L. (2009). Priming for letters and pseudoletters in mid-fusiform cor- tex: examining letter selectivity and case invariance. Exp. Brain Res. 193, 591-601.
8. Burgund, E. D., Schlaggar, B. L., and Petersen, S. E. (2006). Development of letter-specific processing: the effect of reading ability. Acta Psychol. 122, 99-108.
9. Cantlon, J. F., Pinel, P., Dehaene, S., and Pelphrey, K. A. (2011). Cortical representations of symbols, objects, and faces are pruned back during early childhood. Cereb. Cortex 21, 191-199.
10. Ceponiene, R., Shestakova, A., Balian, P.,Alku,P.,Yiaguchi,K.,and Näätänen, R. (2001). Childrens auditory event-related poten- tials index sound complexity and speechness. Int. J. Neurosci. 109, 245-260.
11. Cheour, M., Leppänen, P. H. T., and Kraus, N. (2000). Mismatch nega- tivity (MMN) as a tool for investi- gating auditory discrimination and sensory memory in infants and chil- dren. Clin. Neurophysiol. 111, 4-16.
12. Courchesne, E. (1978). Neurophysiological correlates of cognitive development: changes in long-latency event-related potentials from childhood to adult- hood. Electroencephalogr. Clin. Neurophysiol. 45, 468-482.
13. Dehaene, S., and Cohen, L. (2007). Cultural recycling of cortical maps. Neuron 56, 384-398.
14. Dehaene, S., Nakamura, K., Jobert, A., Kuroki, C., Ogawa, S., and Cohen, L. (2010a). Why do chil- dren make mirror errors in reading? Neural correlates of mirror invari- ance in the visual word form area. Neuroimage 49, 1837-1848.
15. Dehaene, S., Pegado, F., Braga, L. W.,Ventura,P.,Nunes,G.,Jobert,A., Dehaene Lambertz, G., Kolinsky, R., Morais, J., and Cohen, L. (2010b). How learning to read changes the cortical networks for vision and language. Science 330, 1359-1364.
16. Eriksen, C. W., and Schultz, D. W. (1979). Information processing in visual search: a continuous flow conception and experimental results. Percept. Psychophys. 25, 249-263.
17. Freeman, E. D., Driver, J., Sagi, D., and Zhaoping, L. (2003). Top-down modulation of lateral interactions in early vision: does attention affect integration of the whole or just per- ception of the parts? Curr. Biol. 11, 985-989.
18. Frith, U. (1985). "Beneath the surface of developmental dyslexia," in Surface Dyslexia; Neuropsychological and Cognitive Studies of Phonological Reading,edsK.Patterson,J. Marshall, and M. Coltheart (London, UK: Erlbaum), 301-330.
19. Grainger, J., Tydgat, I., and Issele, J. (2010). Crowding affects letters and symbols differently. J. Exp. Psychol. Hum. Percept. Perform. 36, 673-688.
20. Jincho, N., Lachmann, T., and van Leeuwen, C. (2008). Dissociating congruence effects in letters ver- sus shapes: Kanji and kana. Acta Psychol. 129, 138-146.
21. Kolinsky, R., Verhaeghe, A., Fernandes, T., Mengarda, E. J., Grimm-Cabral, L., and Morais, J. (2011). J. Exp. Psychol. Gen. 140, 210-238.
22. Lachmann, T. (2002). "Reading disabil- ity as a deficit in functional coor- dination and information integra- tion," in Basic Functions of Language, Reading and Reading Disability,eds E. Witruk, A. D. Friederici, and T. Lachmann (Boston, MA: Kluwer), 165-198.
23. Lachmann, T., and van Leeuwen, C. (2004). Negative congruence effects in letter and pseudo-letter recog- nition: the role of similarity and response conflict. Cogn. Process. 5, 239-248.
24. Lachmann, T., and van Leeuwen, C. (2007). Paradoxical enhancement of letter recognition in developmen- tal dyslexia. Dev. Neuropsychol. 31, 61-77.
25. Lachmann, T., and van Leeuwen, C. (2008a). Different letter-processing strategies in diagnostic subgroups of developmental dyslexia. Cogn. Neuropsychol. 25, 730-744.
26. Lachmann, T., and van Leeuwen, C. (2008b). Differentiation of holistic processing in the time course of let- ter recognition. Acta Psychol. 129, 121-129.
27. Lachmann, T., Schumacher, B., and van Leeuwen, C. (2009). Controlled but independent: effects of mental rotation and developmental dyslexia in dual task settings. Perception 38, 1019-1034.
28. Lachmann, T., Steinbrink, C., Schumacher, B., and van Leeuwen, C. (2010). Different letter- processing strategies in diagnostic subgroups of developmental dyslexia occur also in a trans- parent orthography: reply to a commentary by Spinelli et al. Cogn. Neuropsychol. 26, 759-768.
29. Martin-Rhee, M. M., and Bialystok, E. (2008). The development of two types of inhibitory control in monolingual and bilingual children. Biling.-Lang. Cogn. 11, 81-93.
30. Miles, J. D., and Proctor, R. W. (2010). Attention is required for acquisition but not expression of new response biases. J. Exp. Psychol. Learn. Mem. Cogn. 36, 1554-1560.
31. Neubauer, A., and Fink, A. (2011). Intelligence and neural efficiency: measures of brain activation ver- sus measures of functional connec- tivity in the brain. Intelligence 37, 223-229.
32. Parviainen, T., Helenius, P., Poskiparta, E., Niemi, P., and Salmelin, R. (2006). Cortical sequence of word perception in beginning readers. J. Neurosci. 26, 6052-6061.
33. Parviainen, T., Helenius, P., Poskiparta, E., Niemi, P., and Salmelin, R. (2011). Speech perception in the child brain: cortical timing and its relevance to literacy acquisition. Hum. Brain Mapp. 32, 2193-2206.
34. Pegado, F., Nakamura, K., Cohen, L., and Dehaene, S. (2011). Breaking the symmetry: mirror discrimina- tion for single letters but not for pictures in the Visual Word Form Area. Neuroimage 55, 742-774.
35. Perea, M., Moret-Tatay, C., and Panadero, V. (2011). Suppression of mirror generalization for reversible letters: evidence from masked priming. J. Mem. Lang. 65, 237-246.
36. Pomerantz,J.R.,and Pristach,E.A. (1989). Emergent features, atten- tion, and perceptual glue in visual form perception. J. Exp. Psychol. Hum. Percept. Perform. 15, 635-649.
37. Pomerantz, J. R., Pristach, E. A., and Carson, C. E. (1989). "Attention and object perception" in Object Perception: Structure and Process, eds B. Shepp and S. Ballesteros (Hillsdale, NJ: Erlbaum), 53-89.
38. Reicher, G. M. (1969). Perceptual recognition as a function of mean- ingfulness of stimulus material. J. Exp. Psychol. 81, 275-280.
39. Schwarzer, G. (2002). Processing of facial and non-facial visual stim- uli in 2-5-year-old children. Infant Child Dev. 11, 253-269.
40. Schwarzer, G., Kretzer, M., Wimmer, D., and Jovanovic, B. (2010). Holistic face processing among school children, younger and older adults. Eur. J. Dev. Psychol. 7, 511-528.
41. Serniclaes, W., Ventura, P., Morais, J., and Kolinsky, R. (2005). Categorical perception of speech sounds in illit- erate adults. Cognition 98, 35-44.
42. Shafer,V.L.,Morr,M.L.,Kreuzer, J. A., and Kurtzberg, D. (2000). Maturation of mismatch negativity in school-age children. Ear Hear. 21, 242-251.
43. Tun, P. A., and Lachman, M. E. (2008). Age differences in reaction time and attention in a national telephone sample of adults: education, sex, and task complexity matter. Dev. Psychol. 44, 1421-1429.
44. van der Helm, P. A., and Leeuwenberg, E. L. J. (1996). Goodness of visual regularities: a nontransforma- tional approach. Psychol. Rev. 103, 429-456.
45. van Leeuwen, C., and Bakker, L. (1995). Stroop can occur without Garner interference: strategic and manda- tory influences in multidimensional stimuli. Percept. Psychophys. 57, 379-392.
46. van Leeuwen, C., and Lachmann, T. (2004). Negative and positive congruence effects in letters and shapes. Percept. Psychophys. 6, 908-925.
47. Ventura, P., Pattamadilok, C., Fernandes,T.,Klein,O.,Morais,J., and Kolinsky, R. (2008). Schooling in western culture promotes context-free processing. J. Exp. Child Psychol. 100, 79-88.
48. Wagemans, J. (1993). Skewed symme- try: a nonaccidental property used to perceive visual forms. J. Exp. Psychol. Hum. Percept. Perform. 19, 364-380.
49. Wagemans, J. (1999). Toward a better approach to goodness: comments on van der Helm and Leeuwenberg (1996). Psychol. Rev. 106, 610-621.
50. Wetzel, N., Widmann, A., and Schröger, E. (2011). Processing of novel iden- tifiablility and duration in children and adults. Biol. Sci. 86, 39-49.