Auditory interference and phonological encoding in reading for meaning
Date
2014-12-17
Authors
Christowitz, Joan
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Abstract
The main aim of the present research was zo investigate the
effects of auditory interfering stimuli and an articulatory
suppression task on pre- and postlexical phonological encoding
during reading. Sixty undergraduate students performed a Prose
Comprehension task (Experiment 1) and a Nonword-rhyming task
(Experiment 2) under conditions of INTERFERENCE and NO INPUT. An
analysis of covariance and post-hoc t-tests revealed that
semanticslly and syntactically complex verbal auditory input had
the greatest interfering effect on the speed of performance of
the Prose Comprehension task, No other results were
statistically significant, Twenty undergx-aduate students
(Experiment 3) and twenty children (ten dyslexics, ten normal
readers - Experiment 4) performed a Magnitude Judgment task under
conditions of INTERFERENCE and NO INPUT. Prose auditory
interference and an articulatory suppression task did not
significantly slow down the performance of skilled readers while
prose input did slow down the performance of both dyslexic and
normal children. Magnitude Judgment accuracy data was not
analysed due to the low error rate. The results of. the present
research ware interpreted within the framework of a
neuro-cognitive model of reading based largely on Luria's
neuropsychological model of the "working brain" and Morton's
"Logogen" model of word recognition.
Description
A thesis Submitted to the Faculty of Arts, University of the,
Witwatersrand, Johannesburg,, in fulfilment of the requirements
for the degree of Master of Arts.
Johannesburg 1983