| Full text | |
| Author(s): |
Kolinsky, Regine
[1, 2]
;
Navas, Ana Luiza
[3]
;
de Paula, Fraulein Vidigal
[4]
;
de Brito, Nathalia Ribeiro
[3]
;
Botecchia, Larissa de Medeiros
[3]
;
Bouton, Sophie
[5, 6]
;
Serniclaes, Willy
[7, 2, 8]
Total Authors: 7
|
| Affiliation: | [1] Fonds Rech Sci FNRS FRS FNRS, Brugge - Belgium
[2] Univ Libre Bruxelles ULB, Ctr Res Cognit & Neurosci CRCN, Unit Rech Neurosci Cognit Unescog, Brussels - Belgium
[3] Sch Med Sci Santa Casa Sao Paulo, Fac Ciencias Med Santa Casa Sao Paulo, Curso Fonoaudiol, Sao Paulo, SP - Brazil
[4] Univ Sao Paulo, Inst Psicol, Sao Paulo - Brazil
[5] Univ Lyon 2, Lab Dynam Langage, CNRS, Lyon - France
[6] Univ Lyon 2, UMR 5596, Lyon - France
[7] Univ Paris, Paris - France
[8] Univ Paris, INCC Integrat Neurosci & Cognit Ctr, CNRS, Paris - France
Total Affiliations: 8
|
| Document type: | Journal article |
| Source: | COGNITION; v. 213, n. SI AUG 2021. |
| Web of Science Citations: | 2 |
| Abstract | |
The aim of the present study was to evaluate the impact of literacy on phoneme perception. It built on previous research by using more controlled stimuli than in former studies and by independently examining the impacts of literacy and age on phoneme perception. Participants were adult and children beginning readers, and skilled adult readers. They were presented with identification and discrimination tasks, using a voicing continuum. In addition to examining their categorical perception of speech sounds and the precision of phonemic categories, participants' literacy level was carefully evaluated. The results confirmed that neither age nor literacy modulated categorical perception. However, level of literacy did have a significant impact on the precision of phonemic categories, which was independent from the influence of age. (AU) | |
| FAPESP's process: | 16/10754-0 - Impact of learning to read on phonological processing |
| Grantee: | Ana Luiza Pereira Gomes Pinto Navas |
| Support Opportunities: | Regular Research Grants |