4 documents found, page 1 of 1
Explicit instructions do not enhance auditory statistical learning in children ...
Soares, Ana Paula; Gutierrez-Dominguez, Francisco-Javier; Oliveira, Helena Mendes; Lages, Alexandrina; Guerra, Natália; Pereira, Ana Rita; Tome, DavidA current issue in psycholinguistic research is whether the language difficulties exhibited by children with developmental language disorder [DLD, previously labeled specific language impairment (SLI)] are due to deficits in their abilities to pick up patterns in the sensory environment, an ability known as statistical learning (SL), and the extent to which explicit learning mechanisms can be used to compensate...
Learning words while listening to syllables: electrophysiological correlates of...
Soares, Ana Paula; Gutierrez-Dominguez, Francisco-Javier; Lages, Alexandrina; Oliveira, Helena Mendes; Vasconcelos, Margarida; Jimenez, LuisFrom an early age, exposure to a spoken language has allowed us to implicitly capture the structure underlying the succession of speech sounds in that language and to segment it into meaningful units (words). Statistical learning (SL), the ability to pick up patterns in the sensory environment without intention or reinforcement, is thus assumed to play a central role in the acquisition of the rule-governed aspe...
Psycholinguistic variables in visual word recognition and pronunciation of Euro...
Soares, Ana Paula; Lages, Alexandrina; Silva, Ana; Comesaña, Montserrat; Sousa, Inês; Pinheiro, Ana P.; Perea, ManuelAn increasing number of psycholinguistic studies have adopted a megastudy approach to explore the role that different variables play in the speed and/or accuracy with which words are recognised and/or pronounced in different languages. However, despite evidence for deep and shallow orthographies, little is known about the role that several orthographic, phonological and semantic variables play in visual word re...
The mirror reflects more for d than for b: Right asymmetry bias on the visual r...
Soares, Ana Paula; Lages, Alexandrina; Oliveira, Helena Mendes; Hernandez, JuanResearch has shown that recognizing words that contain reversal letters (e.g., bid) is more difficult than recognizing words that do not contain them. Although none of the current computational models of visual word recognition can account for this effect, it was recently suggested that it may arise from lateral inhibition connections that, at the letter level of processing, can be established between reversal ...