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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Orthographic processing is crucial for reading acquisition.
  • The transposed-letter effect (TLE) is a well-documented phenomenon in adult reading.
  • Developmental changes in orthographic processing are not fully understood.

Purpose of the Study:

  • To investigate the developmental trajectory of orthographic processing in children.
  • To examine sensitivity to transpositions and substitutions across different stimulus types (words, pseudowords, digits, pseudo-letters).
  • To propose a theoretical framework explaining observed developmental patterns.

Main Methods:

  • A large, cross-sectional study involving children from grade 2 to grade 4.
  • Participants completed a perceptual matching task involving pairs of stimuli.
  • Sensitivity to transpositions (T) and substitutions (S) of internal characters was measured.

Main Results:

  • Development of identity and position decoding diverged across stimulus categories.
  • Sensitivity to both S and T pairs improved for digit strings with increased education and reading level.
  • Sensitivity improved only for S pairs for words and pseudowords.

Conclusions:

  • The transposed-letter effect is not innate but develops adaptively.
  • The developing orthographic system adapts to lexical access constraints.
  • The Adaptive Specialization Hypothesis explains these developmental changes in reading acquisition.