Visual Word Recognition in Deaf Readers: Lexicality Is Modulated by Communication Mode (original) (raw)
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Visual word recognition in bilingual deaf children
2002
For many deaf children, visual word recognition and reading skills are dramatically delayed. We report on a visual word recognition study in bilingual deaf children across different ages. The study contains several experiments and a separate longitudinal set-up. In the experiments, we investigated whether phonological and sign processes occurred during visual word recognition at primary school age. In hearing people, the role of phonology during visual word recognition is extensive. However, contradictory results have been found for the use of phonology by deaf readers. We carried out several experiments, applying a Word-Picture Verification paradigm.
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Educational Sciences: Theory and Practice
The present study aimed to examine the relationship between letter processing and word processing skills in deaf and hearing readers. The participants were 105 students (51 of them hearing, 54 of them deaf) who were evenly and randomly recruited from two levels of education (primary = 3rd-4th graders; middle = 6th-7th graders). The students were tested with four computerized paradigms assessing their processing of isolated letter/word pairs under perceptual and conceptual conditions. In both the computerized paradigms, we used the DMASTR software developed at Monash University and at the University of Arizona by K. I. Forster and J. C. Forster for stimulus presentation and data collection. All the experiments were conducted in a quiet room in the participants’ schools by a trained experimenter. Findings from the present study show that deaf participants processed letter/word pairs more slowly than their hearing counterparts but with similar accuracy, and that a significant relations...
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Automaticity in word recognition and in word naming by the deaf
Cahiers de Psychologie Cognitive …, 1983
1. Presented 28 profoundly deaf Ss (aged 10 yrs 5 mo to 18 yrs 2 mo) and 16 hearing controls (aged 9 yrs 1 mo to 14 yrs 1 mo) with 2 Stroop Color-Word Tests to determine if the profoundly deaf differed from the hearing in their ability to rapidly ...
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Using a visual-to-auditory sensory-substitution algorithm, congenitally fully-blind adults were taught to read and recognize complex images using "soundscapes"- sounds topographically representing images. fMRI was used to examine key questions regarding the Visual Word Form Area (VWFA): its selectivity for letters over other visual categories without visual experience, its feature tolerance for reading in a novel sensory-modality and its plasticity for scripts learned in adulthood. The blind activated the VWFA pecifically and selectively during the processing of letters soundscapes relative to of both textures and visually-complex object categories, and relative to mental-imagery and semantic-content controls. Further, VWFA recruitment for reading soundscapes emerged following two hours of training in a blind adult on a novel script. Therefore, the VWFA shows category-selectivity regardless of input sensory modality, visual experience and long-term familiarity or expertise with the script. The VWFA may perform a flexible task-specific rather than sensory-specific computation, possibly linking letter shapes to phonology.
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Investigating Speechreading and Deafness
Journal of the American Academy of Audiology, 2010
Background: The visual speech signal can provide sufficient information to support successful communication. However, individual differences in the ability to appreciate that information are large, and relatively little is known about their sources. Purpose: Here a body of research is reviewed regarding the development of a theoretical framework in which to study speechreading and individual differences in that ability. Based on the hypothesis that visual speech is processed via the same perceptual-cognitive machinery as auditory speech, a theoretical framework was developed by adapting a theoretical framework originally developed for auditory spoken word recognition. Conclusion: The evidence to date is consistent with the conclusion that visual spoken word recognition is achieved via a process similar to auditory word recognition provided differences in perceptual similarity are taken into account. Words perceptually similar to many other words and that occur infrequently in the in...
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Cross-language effects in written word recognition: The case of bilingual deaf children
In recent years, multiple studies have shown that the languages of a bilingual interact during processing. We investigated sign activation as deaf children read words. In a word–picture verification task, we manipulated the underlying sign equivalents. We presented children with word–picture pairs for which the sign translation equivalents varied with respect to sign phonology overlap (i.e., handshape, movement, hand-palm orientation, and location) and sign iconicity (i.e., transparent depiction of meaning or not). For the deaf children, non-matching word–picture pairs with sign translation equivalents that had highly similar elements (i.e., strong sign phonological relations) showed relatively longer response latencies and more errors than non-matching word–picture pairs without sign phonological relations (inhibitory effects). In contrast, matching word–picture pairs with strongly iconic sign translation equivalents showed relatively shorter response latencies and fewer errors than pairs with weakly iconic translation equivalents (facilitatory effects). No such activation effects were found in the word–picture verification task for the hearing children. The results provide evidence for interactive cross-language processing in deaf children.
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Is word processing involuntary in deaf children?
British Journal of Developmental Psychology, 1993
Processes underlying reading in profoundly congenitally deaf children were investigated in three experiments using the Stroop paradigm, where subjects were required to respond to coloured letter strings displayed on a video‐monitor. Each experiment examined two response measures: A manual one where subjects pressed the button corresponding to the appropriate colour, and a colour‐naming task. Unpronounceable letter strings, pronounceable non‐words, colour related and unrelated words were displayed as well as colour words. In both deaf and hearing children of similar reading skill the pattern was very similar. Colour words generated most interference in the vocal, least in the manual task, suggesting automatic access to word meaning (the manual task) and, additionally, to word pronunciation (the vocal task). In a second experiment, where unique letter strings were presented in different colours, the same general pattern was observed: These results are not limited to repeated associati...
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