國立虎尾科技大學 |

Individual Differences in Visual Representations of Orthography Across Development.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Individual Differences in Visual Representations of Orthography Across Development./
作者:	Sacchi, Elizabeth.
面頁冊數:	1 online resource (161 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
標題:	Cognitive psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355882278

Individual Differences in Visual Representations of Orthography Across Development.
Sacchi, Elizabeth.

Individual Differences in Visual Representations of Orthography Across Development. - 1 online resource (161 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--State University of New York at Binghamton, 2018.

Includes bibliographical references

Four experiments examined the influence of individual differences in reading ability on the creation of neural representations of orthography. The aims of the first two experiments were to 1) determine whether or not individual differences in phonological awareness (PA) predict the lateralization of the brain's response to visually presented text as measured by the N170 event-related potential (ERP) component and 2) determine the developmental trajectory of specialized processing of text as opposed to non-word items, also as measured by the N170. In Experiments 1 & 2, this was accomplished by presenting children (pre-K--1st grade in Exp. 1, 5th & 6th graders in Exp. 2) with words, objects, and word/object ambiguous items (wobjects) while recording their electroencephalogram (EEG). Experiment 1 revealed that 1) children with higher levels of PA displayed more left-lateralized N170s in response to text, and 2) children with higher levels of reading ability displayed higher levels of cortical differentiation between all three item types at the level of the N170, replicating previous work done with adults. Experiment 2 demonstrated that children with higher PA displayed more left-lateralized N170s in response to both visually presented text and objects. Results from Experiments 1 and 2 are discussed in terms of the relationships of different measures of reading ability to cortical processing of visually presented item types. Experiments 3 and 4 investigate how cortical representations of orthography are impacted by increasing spacing between letters in words. Experiment 3 investigates the extent to which letter spacing parameters can be manipulated in a behavioral lexical decision experiment. Subjects viewed words, pseudowords, and illegal consonant strings presented in three levels of spacing (crowded, standard, increased; within subjects) and in three different font sizes (14, 28, & 48 point font; between subjects). Experiment 3 replicated previous LDT letter spacing effects, but only with the experimental standard 14 point font. Results are discussed in terms of the rigidity of the letter spacing effect, and suggestions for future research. Experiment 4 investigated the electrophysiological mechanisms of the letter spacing effect. Subjects viewed words, pseudowords, illegal strings, and a false font in three separate levels of spacing. Results revealed no early effects of letter spacing, but did reveal later effects that appeared to be word-specific. Results are discussed in terms of letter spacing impacting reading-specific processes as opposed to early orthographic representations of text. Across the document, the relationship cortical representation of orthography is examined with respect to how that representation impacts reading. Individual differences in reading ability, hemispheric asymmetries, and downstream (e.g., orthographic) vs. upstream (e.g., lexical level) processing are all discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355882278Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Individual Differences in Visual Representations of Orthography Across Development.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
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502 $a Thesis (Ph.D.)--State University of New York at Binghamton, 2018.
504 $a Includes bibliographical references
520 $a Four experiments examined the influence of individual differences in reading ability on the creation of neural representations of orthography. The aims of the first two experiments were to 1) determine whether or not individual differences in phonological awareness (PA) predict the lateralization of the brain's response to visually presented text as measured by the N170 event-related potential (ERP) component and 2) determine the developmental trajectory of specialized processing of text as opposed to non-word items, also as measured by the N170. In Experiments 1 & 2, this was accomplished by presenting children (pre-K--1st grade in Exp. 1, 5th & 6th graders in Exp. 2) with words, objects, and word/object ambiguous items (wobjects) while recording their electroencephalogram (EEG). Experiment 1 revealed that 1) children with higher levels of PA displayed more left-lateralized N170s in response to text, and 2) children with higher levels of reading ability displayed higher levels of cortical differentiation between all three item types at the level of the N170, replicating previous work done with adults. Experiment 2 demonstrated that children with higher PA displayed more left-lateralized N170s in response to both visually presented text and objects. Results from Experiments 1 and 2 are discussed in terms of the relationships of different measures of reading ability to cortical processing of visually presented item types. Experiments 3 and 4 investigate how cortical representations of orthography are impacted by increasing spacing between letters in words. Experiment 3 investigates the extent to which letter spacing parameters can be manipulated in a behavioral lexical decision experiment. Subjects viewed words, pseudowords, and illegal consonant strings presented in three levels of spacing (crowded, standard, increased; within subjects) and in three different font sizes (14, 28, & 48 point font; between subjects). Experiment 3 replicated previous LDT letter spacing effects, but only with the experimental standard 14 point font. Results are discussed in terms of the rigidity of the letter spacing effect, and suggestions for future research. Experiment 4 investigated the electrophysiological mechanisms of the letter spacing effect. Subjects viewed words, pseudowords, illegal strings, and a false font in three separate levels of spacing. Results revealed no early effects of letter spacing, but did reveal later effects that appeared to be word-specific. Results are discussed in terms of letter spacing impacting reading-specific processes as opposed to early orthographic representations of text. Across the document, the relationship cortical representation of orthography is examined with respect to how that representation impacts reading. Individual differences in reading ability, hemispheric asymmetries, and downstream (e.g., orthographic) vs. upstream (e.g., lexical level) processing are all discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a State University of New York at Binghamton. $b Psychology. $3 1188415
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