Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-27T20:24:21.402Z Has data issue: false hasContentIssue false
  • English
  • Français

Flashing out or fleshing out? A developmental perspective on a universal model of reading

Published online by Cambridge University Press:  29 August 2012

Bruce D. Homer ,
Russell Miller  and
Seamus Donnelly
Bruce D. Homer
Affiliation:
Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016. [email protected]@gc.cuny.eduhttp://web.gc.cuny.edu/content/edpsychology/pages/BHomer.html
Russell Miller
Affiliation:
Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016. [email protected]@gc.cuny.eduhttp://web.gc.cuny.edu/content/edpsychology/pages/BHomer.html Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016Center for Intentional Media, New York, NY 10027. [email protected]
Seamus Donnelly
Affiliation:
Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016. [email protected]@gc.cuny.eduhttp://web.gc.cuny.edu/content/edpsychology/pages/BHomer.html
Get access Rights & Permissions [Opens in a new window]

Abstract

The principles for universal reading models proposed by Frost correspond to developmental theories, in which neurocognitive constraints and cultural experiences shape development. We question his contention that Hebrew word identification is fundamentally about roots, excluding verbal and nominal word-pattern morphemes; and we propose that readers use all information available in stimuli, adjusting for volume and usefulness.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 35 , Issue 5 , October 2012 , pp. 289 - 290
Copyright
Copyright © Cambridge University Press 2012 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Deutsch, A., Frost, R. & Forster, K. I. (1998) Verbs and nouns are organized and accessed differently in the mental lexicon: Evidence from Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition 24(5):1238–55.Google Scholar
Deutsch, A., Frost, R., Peleg, S., Pollatsek, A. & Rayner, K. (2003) Early morphological effects in reading: Evidence from parafoveal preview benefit in Hebrew. Psychonomic Bulletin and Review 10(2):415–22.Google Scholar
Deutsch, A., Frost, R., Pollatsek, A. & Rayner, K. (2005) Morphological parafoveal preview benefit effects in reading: Evidence from Hebrew. Language and Cognitive Processes 20(1):341–71.Google Scholar
Frost, R., Forster, K. I. & Deutsch, A. (1997) What can we learn from the morphology of Hebrew: A masked priming investigation of morphological representation. Journal of Experimental Psychology: Learning Memory, and Cognition 23(4):829–56.Google Scholar
Frost, R., Kugler, T., Deutsch, A. & Forster, K. I. (2005) Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition 31(6):1293–326.Google Scholar
Holcomb, P. J. & Grainger, J. (2009) ERP effects of short interval masked associative and repetition priming. Journal of Neurolinguistics 22(3):301–12. doi:10.1016/j.jneuroling.2008.06.00.Google Scholar
Holcomb, P. J., Reder, L., Misra, M. & Grainger, J. (2005) The effects of prime visibility on ERP measures of masked priming. Cognitive Brain Research 24(1):155–72. doi:10.1016/j.cogbrainres.2005.01.003.Google Scholar
Homer, B. D. (2009) Literacy and metalinguistic development. In: The Cambridge handbook of literacy, ed. Olson, D. R. & Torrance, N., pp. 487–500. Cambridge University Press.CrossRefGoogle Scholar
Kellenbach, M. L., Wijers, A. A., Hovius, M., Mulder, J. & Multer, G. (2002) Neural differentiation of lexico-syntactic categories or semantic features? Event-related potential evidence for both. Journal of Cognitive Neuroscience 14(4):561–77. doi:10.1162/08989290260045819.Google Scholar
Kuperman, V., Schreuder, R., Bertram, R. & Baayen, R. (2009) Reading polymorphemic Dutch compounds: Toward a multiple route model of lexical processing. Journal of Experimental Psychology: Human Perception and Performance 35(3):876–95. doi:10.1037/a0013484.Google Scholar
Miller, R. (2012) Early neural differentiation of word function in written Hebrew. Doctoral Dissertation, The Graduate Center, City University of New York. Manuscript in progress.Google Scholar
Pulvermüller, F., Shtyrov, Y. & Hauk, O. (2009) Understanding in an instant: Neurophysiological evidence for mechanistic language circuits in the brain. Brain and Language 110(2):81–94.Google Scholar
Shimron, J. (2006) Reading Hebrew: The language and the psychology of reading it. Erlbaum.Google Scholar