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Transposed-character effects during learning to read: When does letter and non-letter strings processing become

Stéphanie Massol1, Joana Acha2, Lisa Rondot1

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Learning to read develops a specialized brain mechanism for recognizing letter positions in words. This position coding is specific to letters and emerges with reading experience, not general visual recognition.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Efficient reading relies on associating letter identities with their positions within words.
  • This process suggests a specialized mechanism for encoding location-invariant letter positions.

Purpose of the Study:

  • To investigate the emergence and development of the letter position coding mechanism.
  • To determine if this mechanism is specific to orthographic codes (letters) or part of general visual object recognition.

Main Methods:

  • A same-different matching task was administered to children (Grades 1-5) and adults.
  • Stimuli included four-character strings of consonants, digits, and geometric shapes.
  • Response times, error rates, and discriminability indices were analyzed.

Main Results:

  • A transposed-character effect was observed across all character types in younger children (Grades 1-2).
  • From Grade 3 onwards, transposed-character effects were significantly larger for letter strings compared to non-letter strings.
  • This pattern persisted in adults, indicating a reading-specific effect.

Conclusions:

  • Evidence supports a flexible position coding mechanism specific to letter strings.
  • This mechanism develops with reading experience due to the parallel processing of letters in words.
  • The findings differentiate reading-specific visual processing from general object recognition.