IS THERE A COMMON PHONOLOGY FOR SPEECH AND READING

语音和阅读有共同的音系吗

• 批准号: 6301832
• 负责人: LEONARD KATZ
• 金额: $ 20.98万
• 依托单位: HASKINS LABORATORIES, INC.
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-02-01 至 2001-06-24
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6301832
• 关键词: behavioral /social science research tag; cerebral cortex; child (0-11); clinical research; electrophysiology; human subject; language; longitudinal human study; magnetic resonance imaging; memory; neural information processing; neuroanatomy; phonology; psycholinguistics; reading; speech recognition; spelling

The central goal of this project is to discover whether there is a communality between the phonology of speech and the phonology employed in printed word recognition. Understanding the relation between these phonological representations is important to our understanding of the process of printed word recognition in reading and to our understanding of reasons for failures to learn to read as explored in Feldmen's project. Six sections of the project investigate different aspects of this issue. The first two sections focus on the mental lexicon's orthographic representations and their relation to phonological lexical counterparts. The first section studies whether (and under what conditions) recognition of a spoken word activates its spelling. The second asks how memory for a spelling (the lexical orthographic representation) is influenced by knowledge of the spoken word (the lexical phonological representation). Recent evidence suggests that the instability often found in memory for the spelling of a word is limited by the word's phonological representation. The third and fourth sections assess the proposal that the phonology assembled by Carol Fowler and Best during printed word recognition can be characterized as a gestural representation such as that explored in Projects and whether the gestural distinction between consonants and vowels is reflected in reading words. In the third section, subjects attempt to make discriminations based on the gestural densities of printed words. In the fourth, briefly-presented and masked letters are used to prime consonants or vowels of spoken words; a positive cross modal priming effect will provide evidence of an early and automatic activation of spoken phonology by print. The final two sections take a neurophysiological approach to search for a common basis for the phonology generated in reading and the phonology of speech. Studies in the fifth section use functional magnetic resonance imaging to look for changes in metabolism in particular cortical areas during tasks that specifically separate orthographic and phonological processing. In a complementary manner, the sixth section uses evoked response potential techniques to study athe temporal changes in electrophysiological profiles caused by these tasks. The two sets of studies together will provide information on the location and timing of orthographic and phonological processing and address, directly, athe issue of their anatomical and functional community.

该项目的核心目标是发现是否有 言语语音与所采用的语音学之间的共同点 印刷单词识别。 了解这些之间的关系 语音表示对我们对 在阅读和我们对 未能学会阅读的原因，如费尔德曼的项目中所探讨的那样。 该项目的六个部分研究了该问题的不同方面。 前两个部分着重于精神词典的拼字法 表示及其与语音词汇对应物的关系。 第一部分研究（以及在什么条件下）是否识别 口语单词激活其拼写。 第二个问记忆如何 拼写（词汇拼写代表）受 对口语的知识（词汇语音表示）。 最近的证据表明，在记忆中经常发现的不稳定性 单词的拼写受到单词的语音表示的限制。 第三和第四部分评估了语音学的提议 由卡罗尔·福勒（Carol Fowler）和在印刷单词识别过程中组装的最佳 被描述为手势表示，例如在 项目以及辅音和元音之间的手势区别 反映在阅读单词中。 在第三部分中，受试者试图 根据印刷单词的手势密度进行区分。 在 第四个短暂的和蒙面的字母用于启动 口语的辅音或元音；阳性的交叉模态启动效应 将提供早期和自动激活口语的证据 通过印刷的语音学。 最后两个部分采用神经生理学方法来寻找 阅读和语音中产生的语音学的共同基础 演讲。 第五部分的研究使用功能磁共振 成像以寻找特定皮质区域的新陈代谢的变化 在专门分开拼字法和语音学的任务中 加工。 第六部分以互补的方式使用 响应潜在的技术来研究时间变化 这些任务引起的电生理概况。 两套 研究一起提供有关位置和时机的信息 直接的拼字和语音处理和解决问题 他们的解剖学和功能社区。