Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Lateralization01:28

Lateralization

Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The contribution of dynamics to macaque body and face patch responses.

NeuroImage·2023
Same author

Single pharmacy governed denosumab home administration: optimal adherence by means of a fracture liaison service (FLS) and home care collaboration.

Osteoporosis international : a journal established as result of cooperation between the European Foundation for Osteoporosis and the National Osteoporosis Foundation of the USA·2021
Same author

Prospective experimental treatment of colorectal cancer patients based on organoid drug responses.

ESMO open·2021
Same author

Mental Imagery Follows Similar Cortical Reorganization as Perception: Intra-Modal and Cross-Modal Plasticity in Congenitally Blind.

Cerebral cortex (New York, N.Y. : 1991)·2018
Same author

Offenders become the victim in virtual reality: impact of changing perspective in domestic violence.

Scientific reports·2018
Same author

Talking heads: Morphological variation in the human mandible over the last 500 years in the Netherlands.

Homo : internationale Zeitschrift fur die vergleichende Forschung am Menschen·2017

Related Experiment Video

Updated: Jul 7, 2026

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

The /O/ in OVER is different from the /O/ in OTTER: phonological effects in children with and without dyslexia.

A M Bosman1, M van Leerdam, B de Gelder

  • 1Department of Special Education, University of Nijmegen, The Netherlands. a.bosman@ped.kun.nl

Developmental Psychology
|November 18, 2000
PubMed
Summary
This summary is machine-generated.

Phonology plays a crucial role in how children perceive printed words, even those with dyslexia. This study found that phonological cues consistently impact word recognition across all reading levels.

More Related Videos

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Related Experiment Videos

Last Updated: Jul 7, 2026

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Phonological processing is vital for reading acquisition.
  • Children with dyslexia often exhibit difficulties in phonological tasks.
  • The precise role of phonology in reading behavior, especially in dyslexia, remains an area of active research.

Purpose of the Study:

  • To investigate the influence of phonology on printed word perception in children.
  • To examine whether phonological congruity effects are present in first-letter naming tasks for children with and without dyslexia.
  • To explore explanations for the seemingly paradoxical reading behaviors observed in dyslexic readers.

Main Methods:

  • Utilized a first-letter naming task across two experiments.
  • Compared naming times in congruent versus incongruent phonological conditions.
  • Included participants with and without dyslexia.

Main Results:

  • All children, regardless of reading ability, demonstrated faster first-letter naming in congruent conditions compared to incongruent ones.
  • This indicates a fundamental role of phonology in printed word perception for all readers.
  • Dyslexic readers showed phonological congruity effects in first-letter naming, contrasting with their difficulties in pseudoword reading.

Conclusions:

  • Phonology is a fundamental constraint in printed word perception for all reading levels.
  • A recurrent network model can potentially explain the observed reading behaviors in dyslexia.
  • The findings suggest a nuanced understanding of phonological processing in dyslexia is needed, differentiating between tasks like first-letter naming and pseudoword reading.