Letter-specific processing in children and adults matched for reading level.
Expert readers perform faster and more accurately during tasks that involve letters from the known language compared to tasks that involve unfamiliar letter-like forms (e.g., pseudoletters). Previous work with typically developing participants suggests that this letter-specific processing emerges as a consequence of increased reading ability, rather than increased age. In contrast, others have suggested that adults rely on visual information to a greater extent than children when reading, despite reading at similar less-than-expert levels, implying that adults may exhibit greater letter specificity than children. The present study aimed to discriminate between these possibilities by comparing the advantage for letters over pseudoletters in children and adults reading at the same less-than-expert (fourth grade) level. Results revealed greater letter specificity in adults than in children in both error rate and response time measures. Moreover, the magnitude of letter specificity did not vary with reading ability. Thus, results suggest that adults are more sensitive than children to the visual forms of letters, and that differences in letter specificity are not necessarily dependent on reading skill.
Burgund
E Darcy
ED
Department of Psychology, MS 25, Rice University, Houston, TX 77251, USA. dburgund@rice.edu
Abernathy
Alana E
AE
D000293:Adolescent; D000328:Adult; D001076:Aptitude; D001288:Attention; D002648:Child; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D009949:Orientation; D010153:Paired-Associate Learning; D010364:Pattern Recognition, Visual; D011597:Psychomotor Performance; D011930:Reaction Time; D011932:Reading