Home News About Us Contact Contributors Disclaimer Privacy Policy Help FAQ

Quick Search
My eDoc
Session History
Support Wiki
Direct access to
document ID:

          Institute: MPI für Psycholinguistik     Collection: The Neurobiology of Language     Display Documents

ID: 322384.0, MPI für Psycholinguistik / The Neurobiology of Language
Semantic interference on a phonological task in illiterate subjects
Authors:Reis, Alexandra; Faísca, Luís; Mendonça, Susana; Ingvar, Martin; Petersson, Karl Magnus
Date of Publication (YYYY-MM-DD):2007
Title of Journal:Scandinavian Journal of Psychology
Issue / Number:1
Start Page:69
End Page:74
Review Status:Peer-review
Audience:Experts Only
Abstract / Description:Previous research suggests that learning an alphabetic written language influences aspects of the auditory-verbal language system. In this study, we examined whether literacy influences the notion of words as phonological units independent of lexical semantics in literate and illiterate subjects. Subjects had to decide which item in a word- or pseudoword pair was phonologically longest. By manipulating the relationship between referent size and phonological length in three word conditions (congruent, neutral, and incongruent) we could examine to what extent subjects focused on form rather than meaning of the stimulus material. Moreover, the pseudoword condition allowed us to examine global phonological awareness independent of lexical semantics. The results showed that literate performed significantly better than illiterate subjects in the neutral and incongruent word conditions as well as in the pseudoword condition. The illiterate group performed least well in the incongruent condition and significantly better in the pseudoword condition compared to the neutral and incongruent word conditions and suggest that performance on phonological word length comparisons is dependent on literacy. In addition, the results show that the illiterate participants are able to perceive and process phonological length, albeit less well than the literate subjects, when no semantic interference is present. In conclusion, the present results confirm and extend the finding that illiterate subjects are biased towards semantic-conceptual-pragmatic types of cognitive processing.
External Publication Status:published
Document Type:Article
Communicated by:Peter Hagoort
Affiliations:MPI für Psycholinguistik
Full Text:
Sorry, no privileges
The scope and number of records on eDoc is subject to the collection policies defined by each institute - see "info" button in the collection browse view.