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Related Concept Videos

Language and Cognition01:27

Language and Cognition

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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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Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
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Encoding01:19

Encoding

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Information enters the brain through encoding, which is the input of information into the memory system. Once sensory information is received from the environment, the brain labels or codes it. The information is then organized with similar information and connected to existing concepts. Encoding occurs through automatic processing and effortful processing.
Automatic processing involves the encoding of details like time, space, frequency, and the meaning of words, usually done without conscious...
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Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Components of Language01:24

Components of Language

357
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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On the relations between letter, word, and sentence-level processing during reading.

Brice Brossette1, Jonathan Grainger2,3, Bernard Lété4

  • 1Laboratoire d'Étude des Mécanismes Cognitifs, Lyon 2 University, Lyon, France. brice.brossette@univ-lyon2.fr.

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This study investigated how adult readers process letters, words, and sentences. Findings show strong connections between adjacent processing levels (letter-word, word-sentence) but not between non-adjacent ones (letter-sentence).

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Linguistics

Background:

  • Previous reading research often isolated processing levels (letters, words, sentences).
  • A comprehensive understanding of reading comprehension requires examining these levels interactively.

Purpose of the Study:

  • To investigate the interrelationships between letter, word, and sentence processing in adult readers for the first time.
  • To establish a benchmark for computational models of reading comprehension.

Main Methods:

  • Tested adult readers on three tasks: alphabetic decision, lexical decision, and grammatical decision.
  • Included a non-reading classification task to control for general decision-making processes.
  • Analyzed pairwise partial correlations of response times (RTs) across tasks.

Main Results:

  • Significant correlations were found between adjacent processing levels: letter-word and word-sentence.
  • No significant correlation was observed between non-adjacent levels: letter-sentence.
  • Response times reflected distinct yet interconnected processing stages.

Conclusions:

  • Reading comprehension involves distinct but interconnected processing levels.
  • Findings provide crucial data for developing and refining computational models of reading.
  • This study offers a novel, integrated perspective on reading component processes.