Open Access. Powered by Scholars. Published by Universities.®
Psycholinguistics and Neurolinguistics Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Cognitive Psychology (5)
- Psychology (5)
- Arts and Humanities (3)
- Reading and Language (3)
- Applied Linguistics (2)
-
- Education (2)
- Educational Psychology (2)
- Medicine and Health Sciences (2)
- Psychiatry and Psychology (2)
- Cognitive Neuroscience (1)
- Cognitive Science (1)
- First and Second Language Acquisition (1)
- Language and Literacy Education (1)
- Life Sciences (1)
- Medical Sciences (1)
- Neuroscience and Neurobiology (1)
- Neurosciences (1)
- Other Psychiatry and Psychology (1)
- Semantics and Pragmatics (1)
- Special Education and Teaching (1)
- Keyword
-
- Center for the Interdisciplinary Study of Language and Literature (5)
- Department of Leadership, Educational Psychology, and Foundations (LEPF) (5)
- Braille (2)
- Dyslexia (2)
- Abstract concepts (1)
-
- Applied Linguistics (1)
- Autism (1)
- Autism spectrum disorder (ASD) (1)
- Autistic camouflaging (1)
- Blindness (1)
- Center for Latino and Latin American Studies (1)
- Department of Psychology (1)
- Department of World Languages and Cultures (1)
- Error monitoring (1)
- Event-related potentials (1)
- Language (1)
- Lexical quality (1)
- Linguistics (1)
- Neurolinguistics (1)
- Orthographic depth (1)
- Perceptual encoding (1)
- Phonological decoding (1)
- Psycholinguistics (1)
- Reading comprehension (1)
- Self-teaching (1)
- Social camouflaging (1)
- Social concepts (1)
- Spelling judgments (1)
- Word learning (1)
- Publication
- Publication Type
Articles 1 - 7 of 7
Full-Text Articles in Psycholinguistics and Neurolinguistics
The Relationship Between Autistic Traits, Autistic Camouflaging, And Adults’ Representations Of Abstract And Social Concepts, Henry Tomiser, Katja Wiemer Dr.
The Relationship Between Autistic Traits, Autistic Camouflaging, And Adults’ Representations Of Abstract And Social Concepts, Henry Tomiser, Katja Wiemer Dr.
Honors Capstones
Concrete concepts (e.g., BUTTON) can be experienced directly by the senses, whereas abstract concepts (e.g., FRIENDSHIP) cannot. Additionally, the mind may represent abstract concepts using more introspective, social, and emotional information than concrete concepts. Social difficulties are one defining feature of autism, and autistic individuals may use social camouflaging to hide these difficulties, but the precise nature of social processing in autism is not known. This study aims to explore possible links between autistic traits, autistic camouflaging, and mental representations of concepts. Participants gave open-ended definitions for concepts varying in concreteness and social content via an online survey. Responses were …
Does Heightened Perceptual Encoding In Blind Individuals Extend To Word Learning?, Lindsay N. Harris, Marissa Renee Bamberger
Does Heightened Perceptual Encoding In Blind Individuals Extend To Word Learning?, Lindsay N. Harris, Marissa Renee Bamberger
CISLL Publications
Past research reported blind participants tend to encode sensory details of encounters with stimuli they will later recall or recollect, whereas sighted individuals tend to abstract meaning from sensory information when encoding memories. Here we ask whether blind individuals’ use of perceptual in addition to semantic encoding extends to a task—word learning—whose purpose amounts to semantically encoding the word and definition. After studying the definitions of spoken or written words, blind braille readers (n = 23) and sighted print readers (n = 20) re-encountered each word and indicated whether it was previously presented in the same modality. Analyses …
Phonological Decoding Skill In Braille Readers: Implications For Dyslexia, Lindsay N. Harris, Luis E. Lopez, Ailing Li, Alecia Santuzzi
Phonological Decoding Skill In Braille Readers: Implications For Dyslexia, Lindsay N. Harris, Luis E. Lopez, Ailing Li, Alecia Santuzzi
CISLL Publications
Highly developed phonological decoding ability is essential for leveraging the phonological decoding self-teaching loop to efficiently build a reading lexicon. In the present study we compared the phonological decoding abilities of blind braille-reading (n = 29) and sighted print-reading (n = 22) adults to investigate the possibility that braille’s complexity reduces instances of successful decoding and self-teaching. Such a disturbance of the learning loop would amplify any underlying cognitive deficits in braille readers and contribute to the high rates of learning disability diagnosis observed in blind children. Contrary to expectations, we found that braille readers had a higher …
Bypass Language En Route To Meaning At Your Peril, Lindsay N. Harris, Charles A. Perfetti, Elizabeth Hirshorn
Bypass Language En Route To Meaning At Your Peril, Lindsay N. Harris, Charles A. Perfetti, Elizabeth Hirshorn
CISLL Publications
The learning account of the puzzle of ideography cannot be dismissed as readily as Morin maintains, and is compatible with the standardization account. The reading difficulties of deaf and dyslexic individuals, who cannot easily form connections between written letter strings and spoken words, suggest limits to our ability to bypass speech and reliably access meaning directly from graphic symbols.
The Role Of Word Knowledge In Error Detection: A Challenge To The Broken-Error-Monitor Account Of Dyslexia, Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, Benjamin Rickles
The Role Of Word Knowledge In Error Detection: A Challenge To The Broken-Error-Monitor Account Of Dyslexia, Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, Benjamin Rickles
Faculty Articles, Papers, and Other Scholarship
Dyslexic children often fail to correct errors while reading aloud, and dyslexic adolescents and adults exhibit lower amplitudes of the error-related negativity (ERN)—the neural response to errors—than typical readers during silent reading. Past researchers therefore suggested that dyslexia may arise from a faulty error-detection mechanism that interferes with orthographic learning and text comprehension. An alternative possibility is that comprehension difficulty in dyslexics is primarily a downstream effect of low-quality lexical representations—that is, poor word knowledge. On this view the attenuated ERN in dyslexics is a byproduct, rather than a source, of underdeveloped orthographic knowledge. Because the second view implies a …
Learning To Read English, Charles A. Perfetti, Lindsay N. Harris
Learning To Read English, Charles A. Perfetti, Lindsay N. Harris
Faculty Books & Book Chapters
No abstract provided.
The Relationship Between Artificial And Second Language Learning, Marc Ettlinger, Kara Morgan-Short, Mandy Faretta-Stutenberg, Patrick C.M. Wong
The Relationship Between Artificial And Second Language Learning, Marc Ettlinger, Kara Morgan-Short, Mandy Faretta-Stutenberg, Patrick C.M. Wong
CISLL Publications
Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we considered these questions by examining the relationship between performance in an ALL task and second language learning ability. Participants enrolled in a Spanish language class were evaluated using a number of different measures of Spanish ability and classroom performance, which was compared to IQ and a number of different …