Visual Word Recognition: Evidence for Global and Local Control over Semantic Feedback

Two semantic priming experiments in the context of lexical decision are reported that examine the joint effects of stimulus quality, semantic context, and strength of association when all these factors are intermixed in a block of trials. A three-way interaction is seen in both experiments in which the typical interaction between semantic context and stimulus quality is eliminated when the strength of association between prime-target pairs is weak. The results support a role for a control mechanism that makes use of local information available within a trial, in addition to a global control mechanism that operates across a block of trials. The interaction between semantic context and stimulus quality when prime-target pairs are strongly related is attributed to the presence of feedback from the semantic system to the lexical system whereas additive effects of semantic context and stimulus quality is attributed to this feedback being eliminated such that semantic and lexical levels are functionally separate modules

Reading Aloud: Feedback is Never Necessary

Since McClelland and Rumelhart (1981) introduced the concept of interactive activation (IA) to the field of visual word recognition, IA has been adopted by all of the major theoretical models of reading aloud. This widespread adoption of IA has not been met with a close examination of the need for the principle features of this processing approach. In particular, IA assumes feedback from later processing modules to earlier processing modules. Though there exist data that can be explained by such feedback mechanisms, and indeed IA may be an intuitive approach to complex tasks like reading, little effort has been made to explain these same phenomena without feedback. In the present study I apply Occam’s razor to the most successful model of reading aloud (CDP+; Perry, Ziegler, & Zorzi, 2007) and test whether feedback is needed to simulate any of the benchmark phenomena identified by Perry et al. (2007) and Coltheart, Rastle, Perry, Langdon and Ziegler (2001). I find that the data currently do not require any feedback mechanisms in reading aloud, and thus conclude that modelers in reading aloud have been too quick to adopt the principles of IA

Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers

Learning to read in most alphabetic orthographies requires not only the acquisition of simple grapheme-phoneme correspondences (GPCs) but also the acquisition of context-sensitive GPCs, where surrounding letters change a grapheme’s pronunciation. We aimed to explore the use and development of simple GPCs (e.g. a ➔ /æ/) and context-sensitive GPCs (e.g. [w]a ➔ /ɔ/, as in “swan” or a[l][d] ➔ /o:/, as in “bald”) in pseudoword reading. Across three experiments, English- and German-speaking children in grades 2–4 read aloud pseudowords, where vowel graphemes had different pronunciations according to different contexts (e.g. “hact”, “wact”, “hald”). First, we found that children use context-sensitive GPCs from grade 2 onwards, even when they are not explicitly taught. Second, we used a mathematical optimisation procedure to assess whether children’s vowel responses can be described by assuming that they rely on a mix of simple and context-sensitive GPCs. While the approach works well for German adults (Schmalz et al. in Journal of Cognitive Psychology, 26, 831–852, 2014), we found poor model fits for both German- and English-speaking children. Additional analyses using an entropy measure and data from a third experiment showed that children’s pseudoword reading responses are variable and likely affected by random noise. We found a decrease in entropy across grade and reading ability across all conditions in both languages. This suggests that GPC knowledge becomes increasingly refined across grades 2–4

No evidence that autistic traits predict programming learning outcomes

With the increased importance of computer programming in society, researchers have been searching for ways to predict which students are most likely to succeed, as well as those who may have difficulty when beginning to learn to program. It has been suggested that autistic traits relate to increased interest and aptitude for abstract science, and that people with higher numbers of autistic traits have a stronger tendency to ‘systemize’, which can be advantageous for studying natural and manmade systems. This could also mean that higher autistic traits are associated with greater programming abilities. In this study, we therefore investigated whether autistic traits, measured with the Autism Spectrum Quotient (AQ), predicted course grades and performance on an independent programming test at the end of an introductory undergraduate programming course. We also examined the relationship between AQ scores and five cognitive skills that were measured at the start of the programming course (logical reasoning, pattern recognition, algebra, vocabulary learning, grammar learning). We found that the participants scored higher on autistic traits than the general population. However, overall autistic traits did not predict programming skill at the end of the course. Similarly, no individual subscale of the AQ predicted programming skills, nor were there any correlations between cognitive skills and autistic traits. Therefore, there is no evidence to support autistic traits being reliably related to programming skill acquisition

Are different reading problems associated with different anxiety types?

There is a reliable association between poor reading and anxiety, but we do not completely understand the specifics of this relationship. The current study included a sample of children (N = 284; Mage = 9.30, SDage = 1.31) who completed a reading (word, nonword, and text reading accuracy, word, nonword, and text reading fluency, passage reading comprehension) and anxiety (social anxiety, generalized anxiety, separation anxiety, physical injury fears/phobias, panic, obsessive compulsive symptoms) assessment. Analyses included bivariate and partial correlations, principal components analysis, and hierarchical clustering. We found a very tentative suggestion in the data that there may be a specific yet weak association between reading accuracy and social anxiety. The clinical implications and directions for future research are discussed

Context-dependent similarity effects in letter recognition.

In visual word recognition tasks, digit primes that are visually similar to letter string targets (e.g., 4/A, 8/B) are known to facilitate letter identification relative to visually dissimilar digits (e.g., 6/A, 7/B); in contrast, with letter primes, visual similarity effects have been elusive. In the present study we show that the visual similarity effect with letter primes can be made to come and go, depending on whether it is necessary to discriminate between visually similar letters. The results support a Bayesian view which regards letter recognition not as a passive activation process driven by the fixed stimulus properties, but as a dynamic evidence accumulation process for a decision that is guided by the task context

Visual similarity effects on masked priming.

We investigated the role of the visual similarity of masked primes to targets in a lexical decision experiment. In the primes, some letters in the target (e.g., A in ABANDON) had either visually similar letters (e.g., H), dissimilar letters (D), visually similar digits (4), or dissimilar digits (6) substituted for them. The similarities of the digits and letters to the base letter were equated and verified in a two-alternative forced choice (2AFC) perceptual identification task. Using targets presented in lowercase (e.g., abandon) and primes presented in uppercase, visually similar digit primes (e.g., 484NDON) produced more priming than did visually dissimilar digit primes (676NDON), but little difference was found between the visually similar and dissimilar letter primes (HRHNDON vs. DWDNDON). These results were explained in terms of task-driven competition between the target letter and the visually similar letter

Sleep promotes the emergence of lexical competition in visual word recognition

Lexical competition processes are widely viewed as the hallmark of visual word recognition, but little is known about the factors that promote their emergence. This study examined for the first time whether sleep may play a role in inducing these effects. A group of 27 participants learned novel written words, such as banara, at 8 am and were tested on their learning at 8 pm the same day (AM group), while 29 participants learned the words at 8 pm and were tested at 8 am the following day (PM group). Both groups were retested after 24 hours. Using a semantic categorisation task, we showed that lexical competition effects, as indexed by slowed responses to existing neighbor words such as banana, emerged 12 hours later in the PM group who have had slept after learning but not in the AM group. After 24 hours the competition effects were evident in both groups. These findings have important implications for theories of orthographic learning and broader neurobiological models of memory consolidation