Acquisition of linguistic procedures for printed words: neuropsychological implications for learning.
A microcomputerized experiment, administered to 45 children in the 2nd, 5th, and 8th month of first grade, manipulated three variables: (a) stimulus unit (whole word or letter-by-letter presentation), (b) nature of stimulus information (phonically regular words, phonically irregular words, nonsense words, and letter strings, which differ in whether phonemic, orthographic, semantic, and/or name codes are available), and (c) linguistic task (lexical decision, naming, and written reproduction). Letter-by-letter presentation resulted in more accurate lexical decision and naming but not more accurate written reproduction. Interactions between nature of stimulus information and linguistic task occurred. Throughout the year, accuracy was greater for lexical decision than for naming or written reproduction. The superiority of lexical decision cannot be attributed to the higher probability of correct responses on a binary choice task because only consistently correct responses on repeated trials were analyzed. The earlier development of lexical decision, a receptive task, than of naming or written reproduction, production tasks, suggests that hidden units (Hinton & Sejnowski, 1986) in tertiary cortical areas may abstract visual-linguistic associations in printed words before production units in primary cortical areas can produce printed words orally or graphically.
Berninger
V W
VW
College of Education, University of Washington, Seattle 98195.
D001364:Awareness; D002648:Child; D002657:Child Development; D003657:Decision Making; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008037:Linguistics; D008297:Male; D009483:Neuropsychological Tests; D009484:Neuropsychology; D011932:Reading; D009626:Terminology as Topic; D014956:Writing