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Individual Differences in Visual Rep...

Sacchi, Elizabeth.

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Individual Differences in Visual Representations of Orthography Across Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Individual Differences in Visual Representations of Orthography Across Development./
Author:	Sacchi, Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
Subject:	Cognitive psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10793346
ISBN:	9780355882278

Individual Differences in Visual Representations of Orthography Across Development.
Sacchi, Elizabeth.

Individual Differences in Visual Representations of Orthography Across Development. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 161 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--State University of New York at Binghamton, 2018.

Four experiments examined the influence of individual differences in reading ability on the creation of neural representations of orthography. The aims of the first two experiments were to 1) determine whether or not individual differences in phonological awareness (PA) predict the lateralization of the brain's response to visually presented text as measured by the N170 event-related potential (ERP) component and 2) determine the developmental trajectory of specialized processing of text as opposed to non-word items, also as measured by the N170. In Experiments 1 & 2, this was accomplished by presenting children (pre-K--1st grade in Exp. 1, 5th & 6th graders in Exp. 2) with words, objects, and word/object ambiguous items (wobjects) while recording their electroencephalogram (EEG). Experiment 1 revealed that 1) children with higher levels of PA displayed more left-lateralized N170s in response to text, and 2) children with higher levels of reading ability displayed higher levels of cortical differentiation between all three item types at the level of the N170, replicating previous work done with adults. Experiment 2 demonstrated that children with higher PA displayed more left-lateralized N170s in response to both visually presented text and objects. Results from Experiments 1 and 2 are discussed in terms of the relationships of different measures of reading ability to cortical processing of visually presented item types. Experiments 3 and 4 investigate how cortical representations of orthography are impacted by increasing spacing between letters in words. Experiment 3 investigates the extent to which letter spacing parameters can be manipulated in a behavioral lexical decision experiment. Subjects viewed words, pseudowords, and illegal consonant strings presented in three levels of spacing (crowded, standard, increased; within subjects) and in three different font sizes (14, 28, & 48 point font; between subjects). Experiment 3 replicated previous LDT letter spacing effects, but only with the experimental standard 14 point font. Results are discussed in terms of the rigidity of the letter spacing effect, and suggestions for future research. Experiment 4 investigated the electrophysiological mechanisms of the letter spacing effect. Subjects viewed words, pseudowords, illegal strings, and a false font in three separate levels of spacing. Results revealed no early effects of letter spacing, but did reveal later effects that appeared to be word-specific. Results are discussed in terms of letter spacing impacting reading-specific processes as opposed to early orthographic representations of text. Across the document, the relationship cortical representation of orthography is examined with respect to how that representation impacts reading. Individual differences in reading ability, hemispheric asymmetries, and downstream (e.g., orthographic) vs. upstream (e.g., lexical level) processing are all discussed.

ISBN: 9780355882278Subjects--Topical Terms:

523881
Cognitive psychology.

Individual Differences in Visual Representations of Orthography Across Development.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
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520 $a Four experiments examined the influence of individual differences in reading ability on the creation of neural representations of orthography. The aims of the first two experiments were to 1) determine whether or not individual differences in phonological awareness (PA) predict the lateralization of the brain's response to visually presented text as measured by the N170 event-related potential (ERP) component and 2) determine the developmental trajectory of specialized processing of text as opposed to non-word items, also as measured by the N170. In Experiments 1 & 2, this was accomplished by presenting children (pre-K--1st grade in Exp. 1, 5th & 6th graders in Exp. 2) with words, objects, and word/object ambiguous items (wobjects) while recording their electroencephalogram (EEG). Experiment 1 revealed that 1) children with higher levels of PA displayed more left-lateralized N170s in response to text, and 2) children with higher levels of reading ability displayed higher levels of cortical differentiation between all three item types at the level of the N170, replicating previous work done with adults. Experiment 2 demonstrated that children with higher PA displayed more left-lateralized N170s in response to both visually presented text and objects. Results from Experiments 1 and 2 are discussed in terms of the relationships of different measures of reading ability to cortical processing of visually presented item types. Experiments 3 and 4 investigate how cortical representations of orthography are impacted by increasing spacing between letters in words. Experiment 3 investigates the extent to which letter spacing parameters can be manipulated in a behavioral lexical decision experiment. Subjects viewed words, pseudowords, and illegal consonant strings presented in three levels of spacing (crowded, standard, increased; within subjects) and in three different font sizes (14, 28, & 48 point font; between subjects). Experiment 3 replicated previous LDT letter spacing effects, but only with the experimental standard 14 point font. Results are discussed in terms of the rigidity of the letter spacing effect, and suggestions for future research. Experiment 4 investigated the electrophysiological mechanisms of the letter spacing effect. Subjects viewed words, pseudowords, illegal strings, and a false font in three separate levels of spacing. Results revealed no early effects of letter spacing, but did reveal later effects that appeared to be word-specific. Results are discussed in terms of letter spacing impacting reading-specific processes as opposed to early orthographic representations of text. Across the document, the relationship cortical representation of orthography is examined with respect to how that representation impacts reading. Individual differences in reading ability, hemispheric asymmetries, and downstream (e.g., orthographic) vs. upstream (e.g., lexical level) processing are all discussed.
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