The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity
Au, Agnes, and Lovegrove, Bill (2007) The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity. Perception & Psychophysics, 69 (8). pp. 1344-1359.
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This study examined the relative involvement of rapid auditory and visual temporal resolution mechanisms in the reading of phonologically regular pseudowords and English irregular words presented both in isolation and in contiguity as a series of six words. Seventy-nine undergraduates participated in a range of reading, visual temporal, and auditory temporal tasks. The correlation analyses suggested a general timing mechanism across modalities. There were more significant correlations between the visual temporal measures and irregular word reading and between the auditory measures and pseudoword reading. Auditory gap detection predicted pseudoword reading accuracies. The low temporal frequency flicker contrast sensitivity measure predicted the accuracies of isolated irregular words and pseudowords presented in contiguity. However, when a combined speed–accuracy score was used, visible persistence at both low and high spatial frequencies and auditory gap detection were active the in the reading of pseudowords presented in contiguity. Sensory processing skills in both visual and auditory modalities accounted for some of the variance in the reading performance of normal undergraduates, not just reading-impaired students.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||rapid sensory processing; reading|
|Date Deposited:||28 Aug 2009 04:28|
|FoR Codes:||17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology @ 50%
17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170112 Sensory Processes, Perception and Performance @ 50%
|SEO Codes:||97 EXPANDING KNOWLEDGE > 970117 Expanding Knowledge in Psychology and Cognitive Sciences @ 100%|
|Citation Count from Web of Science||