The Experts below are selected from a list of 141987 Experts worldwide ranked by ideXlab platform
Claudia Mannel - One of the best experts on this subject based on the ideXlab platform.
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phonemes words and phrases tracking phonological processing in pre schoolers developing dyslexia
Clinical Neurophysiology, 2019Co-Authors: Gesa Schaadt, Claudia MannelAbstract:Abstract Objectives Individuals with dyslexia often suffer from deficient segmental Phonology, but the status of suprasegmental Phonology (prosody) is still discussed. Methods In three passive-listening event-related brain potential (ERP) studies, we examined prosodic processing in literacy-impaired children for various prosodic units by contrasting the processing of word-level and phrase-level prosody, alongside segmental Phonology. We retrospectively analysed school children’s ERPs at preschool age for discrimination of vowel length (phoneme processing), discrimination of stress pattern (word-level prosody), and processing of prosodic boundaries (phrase-level prosody). Results We found differences between pre-schoolers with and without later literacy difficulties for phoneme and stress pattern discrimination, but not for prosodic boundary perception. Conclusion Our findings complement the picture of phonological processing in dyslexia by confirming difficulties in segmental Phonology and showing that prosodic processing is affected for the smaller word level, but not the larger phrase level. Significance These findings might have implications for early interventions, considering both phonemic awareness and stress pattern training.
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phonological abilities in literacy impaired children brain potentials reveal deficient phoneme discrimination but intact prosodic processing
Developmental Cognitive Neuroscience, 2017Co-Authors: Claudia Mannel, Gesa Schaad, Franziska K Illne, Elke Van Der Mee, Angela D FriedericiAbstract:Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental Phonology), findings concerning their prosodic processing (i.e., suprasegmental Phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental Phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental Phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental Phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness.
Angela D Friederici - One of the best experts on this subject based on the ideXlab platform.
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phonological abilities in literacy impaired children brain potentials reveal deficient phoneme discrimination but intact prosodic processing
Developmental Cognitive Neuroscience, 2017Co-Authors: Claudia Mannel, Gesa Schaad, Franziska K Illne, Elke Van Der Mee, Angela D FriedericiAbstract:Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental Phonology), findings concerning their prosodic processing (i.e., suprasegmental Phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental Phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental Phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental Phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness.
Bernard Laks - One of the best experts on this subject based on the ideXlab platform.
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Phonology, phonetics and cognition
2002Co-Authors: Jacques Durand, Bernard LaksAbstract:Phonology
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Invariants et variabilités linguistiques : la théorie de l'optimalité
2002Co-Authors: Bernard LaksAbstract:Phonology
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Phonology from phonetics to cognition
2002Co-Authors: Jacques Durand, Bernard LaksAbstract:Phonology
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The history of Phonology in the twentief century : an introduction
Folia Linguistica, 2000Co-Authors: Bernard Laks, John GoldsmithAbstract:Phonology
Iris Berent - One of the best experts on this subject based on the ideXlab platform.
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Can connectionist models of Phonology assembly account for Phonology?
Psychonomic Bulletin & Review, 2001Co-Authors: Iris BerentAbstract:Connectionist models have gained considerable success as accounts of how printed words are named. Their success challenges the view of grapheme-to-phoneme correspondences (GPCs) as rules. By extension, however, this challenge is sometimes interpreted also as evidence against linguistic rules and variables. This inference tacitly assumes that the generalizations inherent in reading (specifically, GPCs) are similar in their scope to linguistic generalizations and that they are each reducible to token associations. I examine this assumption by comparing the scope of generalizations required for mapping graphemes to phonemes and several linguistic phonological generalizations. Marcus (1998b) distinguishes between two types of generalizations: those that fall within a model’s training space and those that exceed it. The scope of generalizations is determined by the model’s representational choices— specifically, the implementation of operations over mental variables. An analysis of GPCs suggests that such generalizations do not appeal to variables; hence, they may not exceed the training space. Likewise, certain phonological regularities, such as syllable phonotactic constraints and place assimilation, may be captured by an associative process. In contrast, other phonological processes appeal to variables; hence, such generalizations potentially exceed the training space. I discuss one such case, the obligatory contour principle. I demonstrate that speakers conform to this constraint and that their behavior is inexplicable by the statistical structure of the language. This analysis suggests that, unlike GPCs, phonological generalizations may exceed the training space. Thus, despite their success in modeling GPCs, eliminative connectionist models of Phonology assembly may be unable to provide a complete account for Phonology. To the extent that reading is subject to phonological constraints, its modeling may require implementing operations over variables.
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reading in english and chinese evidence for a universal phonological principle
Advances in psychology, 1992Co-Authors: Charles A Perfetti, Sulan Zhang, Iris BerentAbstract:Publisher Summary This chapter reveals that reading English and reading Chinese have more in common than has been appreciated when it comes to phonological processes. The text experiments suggest that readers in both systems rely on phonological processes during the comprehension of written text. The lexical experiments show differences just where it is expected : Evidence for early (“prelexical”) Phonology in English but not in Chinese, but evidence for still-early (“lexical”) Phonology in Chinese. The time course of activation appears to be slightly different in the two cases. Thus, the similarity between Chinese and English readers is shown not in their dependence on a visual route, but in their use of Phonology as quickly as allowed by the writing system. Phonological processes are pervasive in reading, with respect to various reading processes (from comprehension to word identification), with respect to writing systems (from Chinese to English to Serbo-Croatian), and with respect to individuals (from children to hearing and deaf adults of high reading skill). The universality of phonologically referenced language assures that the achievement of reading will make use of it. The acquisition of visually based spelling representations may (or may not) reduce the role Phonology plays in recognizing words, but it does not entirely eliminate it. Moreover, the value of phonological representations for memory assures a critical role for Phonology in comprehension.
Gabriela Meade - One of the best experts on this subject based on the ideXlab platform.
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The role of Phonology during visual word learning in adults: An integrative review
Psychonomic Bulletin & Review, 2019Co-Authors: Gabriela MeadeAbstract:Throughout their lifetime, adults learn new words in their native lannguage, and potentially also in a second language. However, they do so with variable levels of success. In the auditory word learning literature, some of this variability has been attributed to phonological skills, including decoding and phonological short-term memory. Here I examine how the relationship between phonological skills and word learning applies to the visual modality. I define the availability of Phonology in terms of (1) the extent to which it is biased by the learning environment, (2) the characteristics of the words to be learned, and (3) individual differences in phonological skills. Across these three areas of research, visual word learning improves when Phonology is made more available to adult learners, suggesting that Phonology can facilitate learning across modalities. However, the facilitation is largely specific to alphabetic languages, which have predictable sublexical correspondences between orthography and Phonology. Therefore, I propose that Phonology bootstraps visual word learning by providing a secondary code that constrains and refines developing orthographic representations.
