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      Evidence from neglect dyslexia for morphological decomposition at the early stages of orthographic-visual analysis

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          Abstract

          This study examined whether and how the morphological structure of written words affects reading in word-based neglect dyslexia (neglexia), and what can be learned about morphological decomposition in reading from the effect of morphology on neglexia. The oral reading of 7 Hebrew-speaking participants with acquired neglexia at the word level—6 with left neglexia and 1 with right neglexia—was evaluated. The main finding was that the morphological role of the letters on the neglected side of the word affected neglect errors: When an affix appeared on the neglected side, it was neglected significantly more often than when the neglected side was part of the root; root letters on the neglected side were never omitted, whereas affixes were. Perceptual effects of length and final letter form were found for words with an affix on the neglected side, but not for words in which a root letter appeared in the neglected side. Semantic and lexical factors did not affect the participants' reading and error pattern, and neglect errors did not preserve the morpho-lexical characteristics of the target words. These findings indicate that an early morphological decomposition of words to their root and affixes occurs before access to the lexicon and to semantics, at the orthographic-visual analysis stage, and that the effects did not result from lexical feedback. The same effects of morphological structure on reading were manifested by the participants with left- and right-sided neglexia. Since neglexia is a deficit at the orthographic-visual analysis level, the effect of morphology on reading patterns in neglexia further supports that morphological decomposition occurs in the orthographic-visual analysis stage, prelexically, and that the search for the three letters of the root in Hebrew is a trigger for attention shift in neglexia.

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          DRC: a dual route cascaded model of visual word recognition and reading aloud.

          This article describes the Dual Route Cascaded (DRC) model, a computational model of visual word recognition and reading aloud. The DRC is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud. For both tasks, the authors show that a wide variety of variables that influence human latencies influence the DRC model's latencies in exactly the same way. The DRC model simulates a number of such effects that other computational models of reading do not, but there appear to be no effects that any other current computational model of reading can simulate but that the DRC model cannot. The authors conclude that the DRC model is the most successful of the existing computational models of reading.
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            A distributed, developmental model of word recognition and naming.

            A parallel distributed processing model of visual word recognition and pronunciation is described. The model consists of sets of orthographic and phonological units and an interlevel of hidden units. Weights on connections between units were modified during a training phase using the back-propagation learning algorithm. The model simulates many aspects of human performance, including (a) differences between words in terms of processing difficulty, (b) pronunciation of novel items, (c) differences between readers in terms of word recognition skill, (d) transitions from beginning to skilled reading, and (e) differences in performance on lexical decision and naming tasks. The model's behavior early in the learning phase corresponds to that of children acquiring word recognition skills. Training with a smaller number of hidden units produces output characteristic of many dyslexic readers. Naming is simulated without pronunciation rules, and lexical decisions are simulated without accessing word-level representations. The performance of the model is largely determined by three factors: the nature of the input, a significant fragment of written English; the learning rule, which encodes the implicit structure of the orthography in the weights on connections; and the architecture of the system, which influences the scope of what can be learned.
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              Models of reading aloud: Dual-route and parallel-distributed-processing approaches.

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                Author and article information

                Contributors
                Journal
                Front Hum Neurosci
                Front Hum Neurosci
                Front. Hum. Neurosci.
                Frontiers in Human Neuroscience
                Frontiers Media S.A.
                1662-5161
                15 October 2015
                2015
                : 9
                : 497
                Affiliations
                Language and Brain Lab, Tel Aviv University Tel Aviv, Israel
                Author notes

                Edited by: Minna Lehtonen, University of Helsinki, Finland

                Reviewed by: Alessio Toraldo, University of Pavia, Italy; Cristina Burani, Institute of Cognitive Sciences and Technologies, Consiglio Nazionale delle Ricerche, Italy

                *Correspondence: Naama Friedmann, Language and Brain Lab, School of Education and Sagol School of Neuroscience, Tel Aviv University, Ramat Aviv, Tel Aviv 69978, Israel naamafr@ 123456post.tau.ac.il
                Article
                10.3389/fnhum.2015.00497
                4606021
                a2e07b4b-798e-4057-b2f6-6dda5fa815e4
                Copyright © 2015 Reznick and Friedmann.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 21 October 2014
                : 27 August 2015
                Page count
                Figures: 0, Tables: 8, Equations: 0, References: 90, Pages: 19, Words: 18127
                Funding
                Funded by: Israel Science Foundation 10.13039/501100003977
                Funded by: Australian Research Council Centre of Excellence in Cognition and its Disorders 10.13039/501100003752
                Categories
                Neuroscience
                Original Research

                Neurosciences
                morphology,morphological decomposition,reading,neglect dyslexia,hebrew
                Neurosciences
                morphology, morphological decomposition, reading, neglect dyslexia, hebrew

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