IS THERE A COMMON PHONOLOGY FOR SPEECH AND READING

这个项目的中心目标是发现是否有一个 语言的音系学和英语中使用的音系学之间的共同性 印刷体单词识别。理解这两者之间的关系 音位表征对我们理解音标是很重要的 阅读中的印刷词再认过程及其对我们的理解 费尔德曼的项目探索了学习阅读失败的原因。 该项目的六个部分调查了这一问题的不同方面。 前两节关注的是心理词典的正字法 表征及其与语音词汇对应的关系。 第一节研究是否(以及在什么条件下)承认 口语单词的拼写激活它的拼写。第二个问题是，对于一个 拼写(词汇正字法表示法)受以下因素影响 对口语单词的了解(词汇音位表示法)。 最近的证据表明，在记忆中经常发现的不稳定 单词的拼写受单词的语音表示法的限制。 第三和第四部分评估了音系学的建议 由Carol Fowler和Best汇编的印刷字识别可以 以手势表示为特征的，如 投射以及辅音和元音之间的手势区别 体现在阅读单词上。在第三部分中，受试者试图 根据印刷文字的手势密度进行辨别。在……里面 第四，简略呈现和掩蔽的字母用来启动 口语中的辅音或元音；积极的跨语气启动效应 将提供早期和自动激活口语的证据 印刷的音系学。 最后两部分采用神经生理学的方法来寻找 阅读中产生的音系学的共同基础和音系学 演讲。第五部分的研究使用功能磁共振 成像以寻找特定皮质区域的新陈代谢变化 在专门将拼写和语音分开的任务中 正在处理。作为补充，第六部分使用Evoked 应用反应电势技术研究脑电信号的时间变化 由这些任务引起的电生理特征。这两套 共同研究将提供有关地点和时间的信息 正字法和语音处理，并直接解决问题 它们的解剖和功能群落。

The central goal of this project is to discover whether there is a communality between the phonology of speech and the phonology employed in printed word recognition. Understanding the relation between these phonological representations is important to our understanding of the process of printed word recognition in reading and to our understanding of reasons for failures to learn to read as explored in Feldmen's project. Six sections of the project investigate different aspects of this issue. The first two sections focus on the mental lexicon's orthographic representations and their relation to phonological lexical counterparts. The first section studies whether (and under what conditions) recognition of a spoken word activates its spelling. The second asks how memory for a spelling (the lexical orthographic representation) is influenced by knowledge of the spoken word (the lexical phonological representation). Recent evidence suggests that the instability often found in memory for the spelling of a word is limited by the word's phonological representation. The third and fourth sections assess the proposal that the phonology assembled by Carol Fowler and Best during printed word recognition can be characterized as a gestural representation such as that explored in Projects and whether the gestural distinction between consonants and vowels is reflected in reading words. In the third section, subjects attempt to make discriminations based on the gestural densities of printed words. In the fourth, briefly-presented and masked letters are used to prime consonants or vowels of spoken words; a positive cross modal priming effect will provide evidence of an early and automatic activation of spoken phonology by print. The final two sections take a neurophysiological approach to search for a common basis for the phonology generated in reading and the phonology of speech. Studies in the fifth section use functional magnetic resonance imaging to look for changes in metabolism in particular cortical areas during tasks that specifically separate orthographic and phonological processing. In a complementary manner, the sixth section uses evoked response potential techniques to study athe temporal changes in electrophysiological profiles caused by these tasks. The two sets of studies together will provide information on the location and timing of orthographic and phonological processing and address, directly, athe issue of their anatomical and functional community.