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Different processes for reading words learned before and after onset of literacy

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Different processes for reading words learned before and after onset of literacy. / Monaghan, Padraic John; Chang, Ya-Ning; Welbourne, Stephen.

Proceedings of the 39th Annual Conference of the Cognitive Science Society.. Austin, Tx : Cognitive Science Society, 2017. p. 811.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Harvard

Monaghan, PJ, Chang, Y-N & Welbourne, S 2017, Different processes for reading words learned before and after onset of literacy. in Proceedings of the 39th Annual Conference of the Cognitive Science Society.. Cognitive Science Society, Austin, Tx, pp. 811. <https://mindmodeling.org/cogsci2017/papers/0163/paper0163.pdf>

APA

Monaghan, P. J., Chang, Y-N., & Welbourne, S. (2017). Different processes for reading words learned before and after onset of literacy. In Proceedings of the 39th Annual Conference of the Cognitive Science Society. (pp. 811). Cognitive Science Society. https://mindmodeling.org/cogsci2017/papers/0163/paper0163.pdf

Vancouver

Monaghan PJ, Chang Y-N, Welbourne S. Different processes for reading words learned before and after onset of literacy. In Proceedings of the 39th Annual Conference of the Cognitive Science Society.. Austin, Tx: Cognitive Science Society. 2017. p. 811

Author

Monaghan, Padraic John ; Chang, Ya-Ning ; Welbourne, Stephen. / Different processes for reading words learned before and after onset of literacy. Proceedings of the 39th Annual Conference of the Cognitive Science Society.. Austin, Tx : Cognitive Science Society, 2017. pp. 811

Bibtex

@inproceedings{44b93a562e2b4c0780e307259081a508,
title = "Different processes for reading words learned before and after onset of literacy",
abstract = "Learning to read has a substantial effect on the representations of spoken and meaning forms of words. In this paper we assess literacy effects beyond representational changes, focusing on adaptations to the architecture of the reading system that maps between these representations. We present a connectionist model of reading that predicted distinct processing of pre- and post-literacy acquired words. For reading for meaning, words learned prior to literacy were processed more indirectly via phonological representations, whereas for post-literacy acquired words, processing was more direct along the orthography to semantics pathway. This more computationally intensive route was prioritised because indirect phonology to semantics mappings were unavailable. Such an effect was less apparent for naming, because learning direct orthography to phonology mappings is less computationally intensive. These results were confirmed in an analysis of naming and lexical decision behavioural data. The effect of literacy onset remains an observable artefact in adultreading.",
author = "Monaghan, {Padraic John} and Ya-Ning Chang and Stephen Welbourne",
year = "2017",
month = jul,
day = "26",
language = "English",
pages = "811",
booktitle = "Proceedings of the 39th Annual Conference of the Cognitive Science Society.",
publisher = "Cognitive Science Society",

}

RIS

TY - GEN

T1 - Different processes for reading words learned before and after onset of literacy

AU - Monaghan, Padraic John

AU - Chang, Ya-Ning

AU - Welbourne, Stephen

PY - 2017/7/26

Y1 - 2017/7/26

N2 - Learning to read has a substantial effect on the representations of spoken and meaning forms of words. In this paper we assess literacy effects beyond representational changes, focusing on adaptations to the architecture of the reading system that maps between these representations. We present a connectionist model of reading that predicted distinct processing of pre- and post-literacy acquired words. For reading for meaning, words learned prior to literacy were processed more indirectly via phonological representations, whereas for post-literacy acquired words, processing was more direct along the orthography to semantics pathway. This more computationally intensive route was prioritised because indirect phonology to semantics mappings were unavailable. Such an effect was less apparent for naming, because learning direct orthography to phonology mappings is less computationally intensive. These results were confirmed in an analysis of naming and lexical decision behavioural data. The effect of literacy onset remains an observable artefact in adultreading.

AB - Learning to read has a substantial effect on the representations of spoken and meaning forms of words. In this paper we assess literacy effects beyond representational changes, focusing on adaptations to the architecture of the reading system that maps between these representations. We present a connectionist model of reading that predicted distinct processing of pre- and post-literacy acquired words. For reading for meaning, words learned prior to literacy were processed more indirectly via phonological representations, whereas for post-literacy acquired words, processing was more direct along the orthography to semantics pathway. This more computationally intensive route was prioritised because indirect phonology to semantics mappings were unavailable. Such an effect was less apparent for naming, because learning direct orthography to phonology mappings is less computationally intensive. These results were confirmed in an analysis of naming and lexical decision behavioural data. The effect of literacy onset remains an observable artefact in adultreading.

M3 - Conference contribution/Paper

SP - 811

BT - Proceedings of the 39th Annual Conference of the Cognitive Science Society.

PB - Cognitive Science Society

CY - Austin, Tx

ER -