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Using computational modeling to understand the interaction between risk and protective factors in reading disability ...
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Using computational modeling to understand the interaction between risk and protective factors in reading disability ...
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Using information-theoretic measures to characterize the structure of the writing system: the case of orthographic-phonological regularities in English [<Journal>]
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DNB Subject Category Language
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Using Information-Theoretic Measures to Characterize the Structure of the Writing System: The Case of Orthographic-Phonological Regularities in English
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In: Behav Res Methods (2020)
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Abstract:
It is generally well accepted that proficient reading requires the assimilation of myriad statistical regularities present in the writing system, including in particular the correspondences between words’ orthographic and phonological forms. There is considerably less agreement, however, as to how to quantify these regularities. Here we present a comprehensive approach for this quantification using tools from Information Theory. We start by providing a glossary of the relevant information-theoretic metrics, with simplified examples showing their potential in assessing orthographic-phonological regularities. We specifically highlight the flexibility of our approach in quantifying information under different contexts (i.e., context-independent and dependent readings) and in different types of mappings (e.g., orthography-to-phonology and phonology-to-orthography). Then, we use these information-theoretic measures to assess real-world orthographic-phonological regularities of 10,093 mono-syllabic English words and examine whether these measures predict inter-item variability in accuracy and response times using available large-scale datasets of naming and lexical decision tasks. Together, the analyses demonstrate how information-theoretical measures can be used to quantify orthographical-phonological correspondences, and show that they capture variance in reading performance that is not accounted for by existing measures. We discuss the similarities and differences between the current framework and previous approaches as well as future directions towards understanding how the statistical regularities embedded in a writing system impact reading and reading acquisition.
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Keyword:
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URL: https://doi.org/10.3758/s13428-019-01317-y
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7286800/
http://www.ncbi.nlm.nih.gov/pubmed/31950361
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Friends in Low-Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ Across Letter Positions
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In: Cogn Sci (2020)
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Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords
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In: Dev Sci (2020)
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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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In: J Mem Lang (2020)
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Neurobiological signatures of L2 proficiency: Evidence from a bi-directional cross-linguistic study
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Neural Representations for Newly Learned Words are Modulated by Overnight Consolidation, Reading skill, and Age
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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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Reading and the Neurocognitive Bases of Statistical Learning(1)
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Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study
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Dough, Tough, Cough, Rough: A “Fast” fMRI Localizer of Component Processes in Reading
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Universal brain signature of proficient reading: Evidence from four contrasting languages.
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In: Proceedings of the National Academy of Sciences of the United States of America, vol 112, iss 50 (2015)
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Universal brain signature of proficient reading: Evidence from four contrasting languages
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Neural division of labor in reading is constrained by culture: A training study of reading Chinese characters
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Connectionism and the role of morphology in visual word recognition
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In: Methodological and analytic frontiers in lexical research (2012)
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IDS Mannheim
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