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 语言的音系学和语言中使用的音系学之间的共同性 印刷字识别 了解这些之间的关系 语音表征对我们理解 阅读中印刷体字的识别过程，以及我们对 在费尔德曼的项目中探索了失败的原因。 该项目的六个部分探讨了这一问题的不同方面。 前两节主要讨论心理词汇的正字法 表征及其与语音词汇对应物的关系。 第一节研究是否（以及在什么条件下）承认 激活了它的拼写 第二个问题是， 拼写（词汇的正字法表示）受 口语知识（词汇语音表征）。 最近的证据表明，在记忆中经常发现的不稳定性， 单词的拼写受单词的语音表示的限制。 第三和第四部分评估了音系学的建议， 由Carol Fowler和Best在印刷字识别过程中组装， 以手势表示为特征的，如 项目和是否辅音和元音之间的手势区分 都反映在阅读单词中。 在第三部分中，受试者试图 根据印刷文字的手势密度进行区分。 在 第四，简短呈现和掩蔽的字母用于启动 辅音或元音的口语单词;积极的跨模态启动效应 将提供早期和自动激活口语的证据 phonology印刷品 最后两部分采用神经生理学方法来寻找 在阅读中产生的音系和 演讲 第五部分利用功能磁共振技术 成像以寻找特定皮质区域的代谢变化 在专门区分正字法和音韵的任务中， 处理. 第六节以一种补充的方式， 响应电位技术研究 这些任务所引起的电生理特征。 两组 这些研究将提供有关地点和时间的信息， 拼写和语音处理和地址，直接， 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.