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Word Recognition (word + recognition)

Distribution by Scientific Domains

Psychology	50%
Medical Sciences	25%

Terms modified by Word Recognition

word recognition task

Selected Abstracts

Influences of Infant-Directed Speech on Early Word Recognition

INFANCY, Issue 6 2009
Leher Singh
When addressing infants, many adults adopt a particular type of speech, known as infant-directed speech (IDS). IDS is characterized by exaggerated intonation, as well as reduced speech rate, shorter utterance duration, and grammatical simplification. It is commonly asserted that IDS serves in part to facilitate language learning. Although intuitively appealing, direct empirical tests of this claim are surprisingly scarce. Additionally, studies that have examined associations between IDS and language learning have measured learning within a single laboratory session rather than the type of long-term storage of information necessary for word learning. In this study, 7- and 8-month-old infants' long-term memory for words was assessed when words were spoken in IDS and adult-directed speech (ADS). Word recognition over the long term was successful for words introduced in IDS, but not for those introduced in ADS, regardless of the register in which recognition stimuli were produced. Findings are discussed in the context of the influence of particular input styles on emergent word knowledge in prelexical infants. [source]

Word recognition and cognitive profiles of Chinese pre-school children at risk for dyslexia through language delay or familial history of dyslexia

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 2 2008
Catherine McBride-Chang
Background:, This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of interest were syllable awareness, tone detection, rapid automatised naming, visual skill, and morphological awareness. Method:, We recruited 36 children whose sibling had been previously diagnosed with dyslexia (familial risk group) and 36 children who were initially reported to have difficulties in preschool literacy acquisition by either teachers or parents and subsequently found to demonstrate clinical at-risk factors in aspects of language by paediatricians (language delayed group); the mean age of these groups was approximately 61 months. Thirty-six children with no such risk factors were matched by age, IQ, and parents' education to the at-risk groups. All children were tested on cognitive skills and Chinese word recognition. Results:, Compared to the controls, children in the language delayed group scored significantly lower on all measures, whereas children in the familial risk group performed significantly worse only on tone detection, morphological awareness, and Chinese word recognition. In regression analyses, word recognition was best explained by morphological awareness, tone detection and visual skill. Conclusions:, Language-related measures are strongly associated with early reading development and impairment in Hong Kong Chinese children. Tests of tone detection and morphological awareness may be important clinical tools for diagnosing risk for reading problems in young Chinese children. In contrast, Chinese language delay may be associated with broader cognitive impairments as found previously in various Indo-European languages (e.g., Bishop & Snowling, 2004). [source]

Accommodating variability in voice and foreign accent: flexibility of early word representations

DEVELOPMENTAL SCIENCE, Issue 4 2009
Rachel Schmale
In six experiments with English-learning infants, we examined the effects of variability in voice and foreign accent on word recognition. We found that 9-month-old infants successfully recognized words when two native English talkers with dissimilar voices produced test and familiarization items (Experiment 1). When the domain of variability was shifted to include variability in voice as well as in accent, 13-, but not 9-month-olds, recognized a word produced across talkers when only one had a Spanish accent (Experiments 2 and 3). Nine-month-olds accommodated some variability in accent by recognizing words when the same Spanish-accented talker produced familiarization and test items (Experiment 4). However, 13-, but not 9-month-olds, could do so when test and familiarization items were produced by two distinct Spanish-accented talkers (Experiments 5 and 6). These findings suggest that, although monolingual 9-month-olds have abstract phonological representations, these representations may not be flexible enough to accommodate the modifications found in foreign-accented speech. [source]

Does input influence uptake?

DEVELOPMENTAL SCIENCE, Issue 6 2008
Links between maternal talk, processing speed, vocabulary size in Spanish-learning children
It is well established that variation in caregivers' speech is associated with language outcomes, yet little is known about the learning principles that mediate these effects. This longitudinal study (n = 27) explores whether Spanish-learning children's early experiences with language predict efficiency in real-time comprehension and vocabulary learning. Measures of mothers' speech at 18 months were examined in relation to children's speech processing efficiency and reported vocabulary at 18 and 24 months. Children of mothers who provided more input at 18 months knew more words and were faster in word recognition at 24 months. Moreover, multiple regression analyses indicated that the influences of caregiver speech on speed of word recognition and vocabulary were largely overlapping. This study provides the first evidence that input shapes children's lexical processing efficiency and that vocabulary growth and increasing facility in spoken word comprehension work together to support the uptake of the information that rich input affords the young language learner. [source]

Early home-based intervention in the Netherlands for children at familial risk of dyslexia

DYSLEXIA, Issue 3 2009
Sandra G. van Otterloo
Abstract Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n=23) received a specific training in phoneme awareness and letter knowledge. A control group (n=25) received a non-specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10,min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post-test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first-grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Overcoming the Effects of Variation in Infant Speech Segmentation: Influences of Word Familiarity

INFANCY, Issue 1 2008
Leher Singh
Previous studies have shown that 7.5-month-olds can track and encode words in fluent speech, but they fail to equate instances of a word that contrast in talker gender, vocal affect, and fundamental frequency. By 10.5 months, they succeed at generalizing across such variability, marking a clear transition period during which infants' word recognition skills become qualitatively more mature. Here we explore the role of word familiarity in this critical transition and, in particular, whether words that occur frequently in a child's listening environment (i.e., "Mommy" and "Daddy") are more easily recognized when they differ in surface characteristics than those that infants have not previously encountered (termed nonwords). Results demonstrate that words are segmented from continuous speech in a more linguistically mature fashion than nonwords at 7.5 months, but at 10.5 months, both words and nonwords are segmented in a relatively mature fashion. These findings suggest that early word recognition is facilitated in cases where infants have had significant exposure to items, but at later stages, infants are able to segment items regardless of their presumed familiarity. [source]

Shyness as a continuous dimension and emergent literacy in young children: is there a relation?

INFANT AND CHILD DEVELOPMENT, Issue 3 2009
Katherine Spere
Abstract The present study assessed 89 children in a short-term longitudinal study from Junior Kindergarten (age 4,5 years) through Grade 1 (age 6,7 years) using a variety of tests of emergent literacy. Children were assessed for reading skill (a composite of word recognition, decoding, and letter-sound knowledge), phonological awareness, and oral language (i.e. both receptive and expressive vocabulary as well as syntax and fluency). Shyness was treated as a continuous variable rather than contrasting extreme groups of shy and non-shy children. Shyness was modestly related to vocabulary, verbal fluency, and phonological awareness. Results suggest that among young children the association of greater shyness with compromised skill development potentially extends beyond the vocabulary domain to include emergent literacy more broadly. Copyright © 2009 John Wiley & Sons, Ltd. [source]

Young children at risk of literacy difficulties: factors predicting recovery from risk following phonologically based intervention

JOURNAL OF RESEARCH IN READING, Issue 3 2007
Helen E. Whiteley
This longitudinal project identified young children at risk of literacy difficulties and asked why some of these children fail to benefit from phonologically based intervention. Reception class children were screened to identify a group at risk of literacy difficulties and a matched group of children not at risk. Profiles were compiled for each child including measures of reading, spelling, memory, rapid naming, vocabulary and phonological awareness. A daily, 15-week, small group intervention was implemented with 67 at-risk children. Those who had not made progress in their literacy following this intervention participated in a second, individually administered intervention. The results indicate that letter knowledge and expressive vocabulary are key factors mediating a child's ability to benefit from a phonologically based intervention. Findings are discussed in the context of a lexical restructuring account of the development of spoken word recognition. [source]

Visual constraints in written word recognition: evidence from the optimal viewing-position effect

JOURNAL OF RESEARCH IN READING, Issue 3 2005
Marc Brysbaert
In this paper we review the literature on visual constraints in written word processing. We notice that not all letters are equally visible to the reader. The letter that is most visible is the letter that is fixated. The visibility of the other letters depends on the distance between the letters and the fixation location, whether the letters are outer or inner letters of the word, and whether the letters lie to the left or to the right of the fixation location. Because of these three factors, word recognition depends on the viewing position. In languages read from left to right, the optimal viewing position is situated between the beginning and the middle of the word. This optimal viewing position is the result of an interplay of four variables: the distance between the viewing position and the farthest letter, the fact that the word beginning is usually more informative than the word end, the fact that during reading words have been recognised a lot of times after fixation on this letter position and the fact that stimuli in the right visual field have direct access to the left cerebral hemisphere. For languages read from right to left, the first three variables pull the optimal viewing position towards the right side of the word (which is the word beginning), but the fourth variable counteracts these forces to some extent. Therefore, the asymmetry of the optimum viewing-position curve is less clear in Hebrew and Arabic than in French and Dutch. [source]

Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study,

PSYCHOLOGY IN THE SCHOOLS, Issue 5 2010
Jill H. Allor
This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (i.e., range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as the effectiveness of a comprehensive reading intervention for these students across the same period of time. Participants were 59 elementary students who were randomly placed into treatment and contrast groups. Students in the treatment condition received daily, comprehensive reading instruction in small groups of 1,4 students for 40,50 minutes per session across two or three academic years. Measures of phonemic awareness, phonics, word recognition, comprehension, and oral language were included. Findings indicate that students with IQs in the ID range made significant progress on multiple standardized measures of reading. Furthermore, significant differences between the treatment group and contrast group were found on several measures, including progress-monitoring measures of phoneme segmentation, phonics, and oral reading fluency. Results demonstrate that, on average, students with ID, even those with IQs in the moderate range, learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time. © 2010 Wiley Periodicals, Inc. [source]

Word recognition and cognitive profiles of Chinese pre-school children at risk for dyslexia through language delay or familial history of dyslexia

The Mechanism of Hearing Loss in Paget's Disease of Bone,

THE LARYNGOSCOPE, Issue 4 2004
Edwin M. Monsell MD
Abstract Objectives/Hypothesis The mechanism of hearing loss (HL) in Paget's disease of bone was investigated. The present study was a systematic, prospective, controlled set of clinical investigations to test the hypothesis that there is a general underlying mechanism of HL in Paget's disease of bone and to gain additional insights into the auditory and otologic dynamics of this disease. Specific questions were 1) whether the mechanism is cochlear or retrocochlear and 2) whether the bone mineral density of the cochlear capsule is related to hearing levels. Study Design Several double-blinded, cross-sectional, prospective, correlational studies were conducted in a population of elderly human subjects with skull involvement with Paget's disease versus a control population of elderly subjects free of Paget's disease. Demographic and clinical data were recorded. Longitudinal observations were made in subjects under treatment. Methods Subjects were recruited from a Paget's disease clinic. Pure-tone auditory thresholds, word recognition, and auditory brainstem responses (ABRs) were recorded. The dimensions of the internal auditory canals were measured using computed tomographic (CT) images and digital image analysis. The precision, accuracy, and temporal stability of methods to measure the bone mineral density of the cochlear capsule and an adjacent area of nonotic capsule bone were validated and applied. Correlations were sought between hearing levels and cochlear capsule bone mineral density. Results ABRs were recorded in 64 ears with radiographically confirmed Paget's disease involving the skull. Responses were absent in eight ears, all of which had elevated high pure-tone thresholds. ABRs were interpreted as normal in 56 ears; none were abnormal. The mid-length diameter and minimum diameter of the internal auditory canal of 68 temporal bones from subjects with Paget's disease were found to have no statistically significant relationship to hearing thresholds. The Pearson product-moment correlation coefficients (age- and sex-adjusted) in the group with Paget's disease involving the temporal bone were ,0.63 for left ears and ,0.73 for right ears for high-frequency air conduction pure-tone thresholds (mean of 1, 2, and 4 kHz) versus cochlear capsule density. Correlation coefficients (age- and sex-adjusted) between cochlear capsule density and air-bone gap (mean at 0.5 and 1 kHz) for the affected group were ,0.67 for left ears and ,0.63 for right ears. All correlations between hearing thresholds and cochlear capsule density in pagetic subjects were significant at P < .001. The regressions were consistent throughout the ranges of hearing level. There were no significant correlations between cochlear capsule mean density and hearing level in the volunteer subjects. Conclusions The evidence supports the existence of a general, underlying, cochlear mechanism of pagetic HL that is closely related to loss of bone mineral density in the cochlear capsule. This mechanism accounts well for both the high-frequency sensorineural HL and the air-bone gap. Early identification, radiographic diagnosis of temporal bone involvement, and vigorous treatment with third-generation bisphosponates are important to limit the development and progression of pagetic HL. [source]

Visuo-spatial working memory in navigation

APPLIED COGNITIVE PSYCHOLOGY, Issue 1 2002
Sharin Garden
Two experiments employed dual task techniques to explore the role of working memory in route learning and subsequent route retrieval. Experiment 1 involved contrasting performance of two groups of volunteers respectively learning a route from a series of map segments or a series of visually presented nonsense words. Both groups performed learning and recognition under articulatory suppression or concurrent spatial tapping. Both concurrent tasks had an overall disruptive effect on each learning task. However, spatial tapping disrupted route recognition rather more than did articulatory suppression, while the nonsense word recognition was impaired more by articulatory suppression than by concurrent spatial tapping. Experiment 2 again used dual task methodology, but explored route learning by asking volunteers to follow the experimenter through the winding streets of a medieval European town centre. Retrieval involved following the same route while the experimenter followed and noted errors in navigation. Overall the results partially replicated those of Experiment 1 in that both concurrent tasks interfered with route learning. However, volunteers with high spatial ability appeared more affected by the concurrent spatial tapping task, whereas low spatial subjects appeared more affected by the concurrent articulatory suppression task. Results are interpreted to suggest that different aspects of working memory are involved in learning a route from a map with a greater emphasis on visuo-spatial resources, but in tasks set in real environments where many cues of a varied nature are available, only high spatial ability subjects appear to rely heavily upon the visuospatial component of working memory. Copyright © 2002 John Wiley & Sons, Ltd. [source]