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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.
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Related Experiment Video

Updated: Oct 21, 2025

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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Transposed and substituted letter effects across reading development: A longitudinal study.

Jana Hasenäcker1, Sascha Schroeder1

  • 1MPRG Reading Education and Development (REaD).

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Summary
This summary is machine-generated.

Children’s reading development shows letter identity coding is strict, while letter position coding is flexible for words. This pattern emerges early in reading development, especially for words versus nonwords.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Reading development involves significant changes in orthographic processing.
  • The coding of letter identity and position is crucial for reading acquisition.
  • Previous research on masked priming effects in developing readers yielded contradictory findings.

Purpose of the Study:

  • To investigate the development of letter identity and position coding in children learning to read.
  • To examine transposition and substitution priming effects longitudinally in elementary school children.
  • To explore the influence of orthographic knowledge on these priming effects.

Main Methods:

  • A longitudinal study involving over 100 children from 2nd to 4th grade.
  • Analysis of masked priming effects using transposition and substitution primes.
  • Comparison of priming effects against all-different and identity baselines, including nonword targets and individual differences in orthographic knowledge.

Main Results:

  • Priming effects increased over development compared to both baselines.
  • Identity priming was observed for nonword targets throughout elementary school.
  • Orthographic knowledge significantly impacted priming effects for word targets, similar to grade level, but not for nonword targets.

Conclusions:

  • Letter identity coding is relatively strict, while letter position coding is relatively flexible early in reading development for words.
  • This developmental pattern differs for nonword processing.
  • Findings contribute to understanding developmental models of orthographic processing.