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Developmental Trends of Visual Processing of Letters and Objects Using Naming Speed Tasks.
Kaitlyn Easson1, Noor Z Al Dahhan2, Donald C Brien2
1Department of Biomedical and Molecular Sciences, Queen's University, Kingston, ON, Canada.
Frontiers in Human Neuroscience
|December 28, 2020
Summary
Children’s reading development shows improved naming speed and coordination of speech and eye movements. Orthographic processing is more critical than phonological processing, especially as children mature, aiding understanding of reading disabilities.
Area of Science:
- Cognitive Neuroscience
- Developmental Psychology
- Reading Science
Background:
- Understanding typical reading development is crucial for identifying deficits in reading disabilities.
- Naming speed of visual stimuli like letters and objects correlates with reading efficiency.
Purpose of the Study:
- To examine developmental changes in visual processing during letter and object naming.
- To analyze behavioral efficiency, articulation, eye movements, and their coordination (eye-voice span) from childhood to adulthood.
- To investigate the impact of visual and phonological similarity on naming performance and speech-eye coordination.
Main Methods:
- Cross-sectional study using naming speed (NS) tasks with letters and objects.
- Manipulation of stimulus visual and phonological similarity to assess processing roles.
- Measurement of behavioral efficiency, articulation, eye movements, and eye-voice span.
Main Results:
- Increased efficiency in speech and eye movement performance and coordination across development.
- Orthographic processing was more influential than phonological processing in task performance.
- The contribution of phonological processing decreased with age.
Conclusions:
- A developmental benchmark for typical reading-related visual processing and naming speed is established.
- Findings provide insights into cognitive dysfunction underlying reading difficulties by comparing with clinical populations.
- The study highlights the evolving interplay between orthographic and phonological processing in reading development.
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