Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.1/4885
Título: Semantic interference on a phonological task in illiterate subjects
Autor: Reis, Alexandra
Faísca, Luís
Mendonca, Susana
Ingvar, Martin
Petersson, Karl Magnus
Palavras-chave: Literacy
phonological word awareness
semantic interference
language
Data: 2007
Editora: Wiley
Citação: Reis, Alexandra; Faisca, Luis; Mendonca, Susana; Ingvar, Martin; Petersson, Karl Magnus. Semantic interference on a phonological task in illiterate subjects, Scandinavian Journal of Psychology, 48, 1, 69-74, 2007.
Resumo: Scandinavian Journal of Psychology, 2007, 48, 69–74 DOI: 10.1111/j.1467-9450.2006.00544.x © 2007 The Authors. Journal compilation © 2007 The Scandinavian Psychological Associations. Published by Blackwell Publishing L td., 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. ISSN 0036-5564. Blackwell Publishing Ltd Health and Disability Semantic interference on a phonological task in illiterate subjects ALEXANDRA REIS, 1,2,3 L UÍS FAÍSCA, 2,3 SUSANA MENDONÇA, 2 MARTIN INGVAR 1 and KARL MAGNUS PETERSSON 1,3,4 1 Cognitive Neurophysiology Research Group, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden 2 Cognitive Neuroscience Research Group, Departamento de Psicologia, Faculdade de Ciências Humanas e Sociais, Universidade do Alg arve, Faro, Por tugal 3 Center for Intelligent Systems, Universidade do Algarve, Faro, Portugal 4 F. C. Donders Centre for Cognitive Neuroimaging, Radboud University Nijmegen, The Netherlands R eis, A., Faísca, L., Mendonça, S., Ingvar, M. & Petersson, K. M. (2007). Semantic interference on a phonological task in illit erate subjects. Scandinavian Journal of Psychology , 48 , 69–74. Previous research suggests that learning an alphabetic written language influences aspects of the auditory-verbal language syste m. In this study, we e xamined whether literacy influences the notion of words as phonological units independent of lexical semantics in literate a nd illiterate subjects. Subjects had to decide which item in a word- or pseudoword pair was phonologically longest. By manipulating the relat ionship between r eferent size and phonological length in three word conditions (congruent, neutral, and incongruent) we could examine to what e xtent subjects f ocused on form rather than meaning of the stimulus material. Moreover, the pseudoword condition allowed us to examine global p honological aw areness independent of lexical semantics. The results showed that literate performed significantly better than illiterate subj ects in the neutral and incongruent word conditions as well as in the pseudoword condition. The illiterate group performed least well in the incong ruent condition and significantly better in the pseudoword condition compared to the neutral and incongruent word conditions and suggest that pe rformance on phonological word length comparisons is dependent on literacy. In addition, the results show that the illiter a te participant s 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 type s of cognitive processing
Peer review: yes
URI: http://hdl.handle.net/10400.1/4885
DOI: http://dx.doi.org/10.1111/j.1467-9450.2006.00544.x
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