Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Literacy effects on language and vision
T2 - emergent effects from an amodal shared resource (ASR) computational model
AU - Smith, Alastair C.
AU - Monaghan, Padraic
AU - Huettig, Falk
PY - 2014/12
Y1 - 2014/12
N2 - Learning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multi-modal model of speech processing the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained phonological representations in the model simulated the high/low literacy effects on phonological processing, suggesting that literacy has a focused effect in changing the grain-size of phonological mappings. (C) 2014 Elsevier Inc. All rights reserved.
AB - Learning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multi-modal model of speech processing the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained phonological representations in the model simulated the high/low literacy effects on phonological processing, suggesting that literacy has a focused effect in changing the grain-size of phonological mappings. (C) 2014 Elsevier Inc. All rights reserved.
KW - Literacy
KW - Computational modelling
KW - Visual attention
KW - Speech processing
KW - Eye movements
KW - Visual world paradigm
KW - SPOKEN-WORD RECOGNITION
KW - MEDIATED EYE-MOVEMENTS
KW - WHITE-MATTER INTEGRITY
KW - DIVISION-OF-LABOR
KW - PHONOLOGICAL AWARENESS
KW - READING ACQUISITION
KW - PROCESSING-SPEED
KW - VISUAL WORLD
KW - CONDUCTION-VELOCITY
KW - ORTHOGRAPHIC INFLUENCES
U2 - 10.1016/j.cogpsych.2014.07.002
DO - 10.1016/j.cogpsych.2014.07.002
M3 - Journal article
VL - 75
SP - 28
EP - 54
JO - Cognitive Psychology
JF - Cognitive Psychology
SN - 0010-0285
ER -