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Formal schooling influences two- but not three-dimensional naming skills

2001-12Journal article Open Access
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dc.contributor.authorReis, Alexandra
dc.contributor.authorMagnus Petersson, Karl
dc.contributor.authorCastro-Caldas, A.
dc.contributor.authorIngvar, Martin
dc.date.accessioned2018-12-07T14:52:51Z
dc.date.available2018-12-07T14:52:51Z
dc.date.issued2001-12
dc.description.abstractThe modulatory influence of literacy on the cognitive system of the human brain has been indicated in behavioral, neuroanatomic, and functional neuroimaging studies. In this study we explored the functional consequences of formal education and the acquisition of an alphabetic written language on two- and three-dimensional visual naming. The results show that illiterate subjects perform significantly worse on immediate naming of two-dimensional representations of common everyday objects compared to literate subjects, both in terms of accuracy and reaction times. In contrast, there was no significant difference when the subjects named the corresponding real objects. The results suggest that formal education and learning to read and to write modulate the cognitive process involved in processing two- but not three-dimensional representations of common everyday objects. Both the results of the reaction time and the error pattern analyses can be interpreted as indicating that the major influence of literacy affects the visual system or the interaction between the visual and the language systems. We suggest that the visual system in a wide sense and/or the interface between the visual and the language system are differently formatted in literate and illiterate subjects. In other words, we hypothesize that the pattern of interactions in the functional-anatomical networks subserving visual naming, that is, the interactions within and between the visual and language processing networks, differ in literate and illiterate subjects. (C) 2001 Elsevier Science.
dc.description.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.doi10.1006/brcg.2001.1316
dc.identifier.issn0278-2626
dc.identifier.urihttp://hdl.handle.net/10400.1/11241
dc.language.isoeng
dc.peerreviewedyes
dc.publisherAcademic Press
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectNeuropsychological Assessment
dc.subjectBrain
dc.subjectLiteracy
dc.subjectAbilities
dc.subjectLanguage
dc.subjectWrite
dc.subjectRead
dc.subjectAge
dc.titleFormal schooling influences two- but not three-dimensional naming skills
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage411
oaire.citation.issue3
oaire.citation.startPage397
oaire.citation.titleBrain and Cognition
oaire.citation.volume47
person.familyNameReis
person.familyNamePetersson
person.givenNameAlexandra
person.givenNameKarl Magnus
person.identifier387336
person.identifier13089
person.identifier.ciencia-id4B10-E7E6-1D6A
person.identifier.ciencia-id6D14-B1D1-1532
person.identifier.orcid0000-0001-5598-0999
person.identifier.orcid0000-0002-8245-0392
person.identifier.ridE-8188-2012
person.identifier.scopus-author-id7202574376
person.identifier.scopus-author-id7006470225
rcaap.rightsopenAccess
rcaap.typearticle
relation.isAuthorOfPublication4773c6f5-4b9c-4cbf-b8ef-7386f5d8a93d
relation.isAuthorOfPublication0f437ab3-c630-40ad-963f-13196ad4fbd6
relation.isAuthorOfPublication.latestForDiscovery4773c6f5-4b9c-4cbf-b8ef-7386f5d8a93d

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