higher facillitation for orthographic priming with small exposure (20 msec)
same at 30
significantly higher facillitation for phonological priming at larger exposure (60)
Dual route model - Ferrand & Grainger 1994 - suggests
duration of exposure to phonological & orthographic primes influences facilitation effects on processing
visual representation of word forms may play crucial role in early stages of word recognition
highlights importance of phonological representations in later stages of word recognition
phonological processing may require more time for effective integration into cognitive processes
Dual route model - Ferrand & Grainger 1994 - dual-lexicon interactive activation model - p1
Dual-Lexicon Model - 2 separate mental lexicons for written & spoken word processing
Interactive Activation - Bidirectional activation spread between different processing levels
Dual route model - Ferrand & Grainger 1994 - dual-lexicon interactive activation model - p2
Sublexical Units: Small language processing units; orthographic units activated by visual input, phonological units by auditory input.
Mutual Facilitation: Activation of orthographic units facillitates phonological units, and vice versa
Dual route model - Ferrand & Grainger 1994 - dual-lexicon interactive activation model - p3
Lexicons: Separate repositories of word representations - orthographic and phonological
Connections: Inhibitory connections within each lexicon, inhibiting competing units; excitatory connections between orthographic and phonological representations of same word
dual route theories & dyslexia - Dyslexia or Specific Reading Disability
No obvious cause for lack of reading mastery
Not general intellectual impairment, poor vision, lack of opportunity or motivation
4% of population diagnosed with developmental dyslexia
Common view that dyslexia due to visual processing problems
Information “turned around” – seeing or producing reversed letters
Not a good cue for dyslexia
Dual route theories & dyslexia - what can dual route theories tell us about dyslexia
2 primary kind - some mixed
Phonological - 60%
Trouble with assembled route
Normal reading of high-frequency words
Very poor on low-frequency words
Dual route theories & dyslexia - Case study (Snowling et al., 1994)
Adolescent boy
Normal for high frequency words
Much worse for lower frequency words
Treatment: intensive training in spelling -to- sound rules
Dual route theories & dyslexia - Surface
40%
Sound out all words laboriously – as beginning readers
Problems in visual perception or memory prevents bottom-up visual processing of characters