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  Semantic interference on a phonological task in illiterate subjects

Reis, A., Faísca, L., Mendonça, S., Ingvar, M., & Petersson, K. M. (2007). Semantic interference on a phonological task in illiterate subjects. Scandinavian Journal of Psychology, 48(1), 69-74. doi:10.1111/j.1467-9450.2006.00544.x.

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Reis, Alexandra, Author
Faísca, Luís, Author
Mendonça, Susana, Author
Ingvar, Martin, Author
Petersson, Karl Magnus1, 2, Author           
Affiliations:
1Neurobiology of Language Group, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL, ou_102880              
2The Neurobiology of Language, MPI for Psycholinguistics, Max Planck Society, ou_55232              

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 Abstract: Previous research suggests that learning an alphabetic written language influences aspects of the auditory-verbal language system. In this study, we examined whether literacy influences the notion of words as phonological units independent of lexical semantics in literate and illiterate subjects. Subjects had to decide which item in a word- or pseudoword pair was phonologically longest. By manipulating the relationship between referent size and phonological length in three word conditions (congruent, neutral, and incongruent) we could examine to what extent subjects focused on form rather than meaning of the stimulus material. Moreover, the pseudoword condition allowed us to examine global phonological awareness independent of lexical semantics. The results showed that literate performed significantly better than illiterate subjects in the neutral and incongruent word conditions as well as in the pseudoword condition. The illiterate group performed least well in the incongruent condition and significantly better in the pseudoword condition compared to the neutral and incongruent word conditions and suggest that performance on phonological word length comparisons is dependent on literacy. In addition, the results show that the illiterate participants are able to perceive and process phonological length, albeit less well than the literate subjects, when no semantic interference is present. In conclusion, the present results confirm and extend the finding that illiterate subjects are biased towards semantic-conceptual-pragmatic types of cognitive processing.

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Language(s): eng - English
 Dates: 2007
 Publication Status: Issued
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 Rev. Type: Peer
 Identifiers: eDoc: 322384
DOI: 10.1111/j.1467-9450.2006.00544.x
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Title: Scandinavian Journal of Psychology
Source Genre: Journal
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Pages: - Volume / Issue: 48 (1) Sequence Number: - Start / End Page: 69 - 74 Identifier: -