Stress Priming in Reading and the Selective Modulation of Lexical and Sub-Lexical Pathways

Four experiments employed a priming methodology to investigate different mechanisms of stress assignment and how they are modulated by lexical and sub-lexical mechanisms in reading aloud in Italian. Lexical stress is unpredictable in Italian, and requires lexical look-up. The most frequent stress pattern (Dominant) is on the penultimate syllable [laVOro (work)], while stress on the antepenultimate syllable [MAcchina (car)] is relatively less frequent (non-Dominant). Word and pseudoword naming responses primed by words with non-dominant stress – which require whole-word knowledge to be read correctly – were compared to those primed by nonwords. Percentage of errors to words and percentage of dominant stress responses to nonwords were measured. In Experiments 1 and 2 stress errors increased for non-dominant stress words primed by nonwords, as compared to when they were primed by words. The results could be attributed to greater activation of sub-lexical codes, and an associated tendency to assign the dominant stress pattern by default in the nonword prime condition. Alternatively, they may have been the consequence of prosodic priming, inducing more errors on trials in which the stress pattern of primes and targets was not congruent. The two interpretations were investigated in Experiments 3 and 4. The results overall suggested a limited role of the default metrical pattern in word pronunciation, and showed clear effect of prosodic priming, but only when the sub-lexical mechanism prevailed.     

Effects of lexicality, frequency, and spelling-to-sound consistency on the functional anatomy of reading

Functional neuroimaging was used to investigate three factors that affect reading performance: first, whether a stimulus is a word or pronounceable non-word (lexicality), second, how often a word is encountered (frequency), and third, whether the pronunciation has a predictable spelling-to-sound correspondence (consistency). Comparisons between word naming (reading) and visual fixation scans revealed stimulus-related activation differences in seven regions. A left frontal region showed effects of consistency and lexicality, indicating a role in orthographic to phonological transformation. Motor cortex showed an effect of consistency bilaterally, suggesting that motoric processes beyond high-level representations of word phonology influence reading performance. Implications for the integration of these results into theoretical models of word reading are discussed.     

Regulation of ribonucleotide reductase activity in intact mammalian cells

An intact cell assay system based upon Tween-80 permeabilization was used to investigate the regulation of ribonucleotide reductase activity in Chinese hamster ovary cells. Models used to explain the regulation of the enzyme have been based upon work carried out with cell-free extracts, although there is concern that the properties of such a complex enzyme would be modified by extraction procedures. We have used the intact cell assay system to evaluate, within whole cells, the current model of ribonucleotide reductase regulation. While some of the results agree with the proposals of the model, others do not. Most significantly, it was found that ribonucleotide reductase within the intact cell could simultaneously bind the nucleoside triphosphate activators for both CDP and ADP reductions. According to the model based upon studies with cell-free preparations, the binding of one of these nucleotides should exclude the binding of others. Also, studies on intracellular enzyme activity in the presence of combinations of nucleotide effectors indicate that GTP and perhaps dCTP should be included in a model for ribonucleotide reductase regulation. For example, GTP has the unique ability to modify through activation both ADP and CDP reductions, and synergistic effects were obtained for the reduction of CDP by various combinations of ATP and dCTP. In general, studies with intact cells suggest that the in vivo regulation of ribonucleotide reductase is more complex than predicted from enzyme work with cell-free preparations. A possible mechanism for the in vivo regulation of ribonucleotide reductase, which combines observations of enzyme activity in intact cells and recent reports of independent substrate-binding subunits in mammalian cells is discussed.     

Word learning and the cerebral hemispheres: from serial to parallel processing of written words

Reading familiar words differs from reading unfamiliar non-words in two ways. First, word reading is faster and more accurate than reading of unfamiliar non-words. Second, effects of letter length are reduced for words, particularly when they are presented in the right visual field in familiar formats. Two experiments are reported in which right-handed participants read aloud non-words presented briefly in their left and right visual fields before and after training on those items. The non-words were interleaved with familiar words in the naming tests. Before training, naming was slow and error prone, with marked effects of length in both visual fields. After training, fewer errors were made, naming was faster, and the effect of length was much reduced in the right visual field compared with the left. We propose that word learning creates orthographic word forms in the mid-fusiform gyrus of the left cerebral hemisphere. Those word forms allow words to access their phonological and semantic representations on a lexical basis. But orthographic word forms also interact with more posterior letter recognition systems in the middle/inferior occipital gyri, inducing more parallel processing of right visual field words than is possible for any left visual field stimulus, or for unfamiliar non-words presented in the right visual field.     

Database design for ecologists: Composing core entities with observations

The ecoinformatics community recognizes that ecological synthesis across studies, space, and time will require new informatics tools and infrastructure. Recent advances have been encouraging, but many problems still face ecologists who manage their own datasets, prepare data for archiving, and search data stores for synthetic research. In this paper, we describe how work by the Canopy Database Project (CDP) might enable use of database technology by field ecologists: increasing the quality of database design, improving data validation, and providing structural and semantic metadata — all of which might improve the quality of data archives and thereby help drive ecological synthesis.The CDP has experimented with conceptual components for database design, templates, to address information technology issues facing ecologists. Templates represent forest structures and observational measurements on these structures. Using our software, researchers select templates to represent their study’s data and can generate normalized relational databases. Information hidden in those databases is used by ancillary tools, including data intake forms and simple data validation, data visualization, and metadata export. The primary question we address in this paper is, which templates are the right templates.We argue for defining simple templates (with relatively few attributes) that describe the domain's major entities, and for coupling those with focused and flexible observation templates. We present a conceptual model for the observation data type, and show how we have implemented the model as an observation entity in the DataBank database designer and generator. We show how our visualization tool CanopyView exploits metadata made explicit by DataBank to help scientists with analysis and synthesis. We conclude by presenting future plans for tools to conduct statistical calculations common to forest ecology and to enhance data mining with DataBank databases.DataBank could be extended to another domain by replacing our forest–ecology-specific templates with those for the new domain. This work extends the basic computer science idea of abstract data types and user-defined types to ecology-specific database design tools for individual users, and applies to ecoinformatics the software engineering innovations of domain-specific languages, software patterns, components, refactoring, and end-user programming.     

Modelling reading development through phonological decoding and self-teaching: implications for dyslexia

The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or ‘built-in teacher’. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling–sound pairs, where an ‘external’ teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme–phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development.     

Form–meaning links in the development of visual word recognition

Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.     

The cortical interactions in short time intervals during the search for verbal associations

Cortical connectivity was studied in tasks of generating the use of words in comparison with reading aloud the same words. These tasks were used earlier in PET and high-density ERP recording studies, which described both the functional anatomy and time course of involvement of cortical areas in word processing. We developed a new method for studying the synchrony of EEG spectral components within the short time intervals compatible with the duration of particular cognitive operations. The wavelet transform of the ERP records and calculation of correlations between the wavelet curves were used to reveal connections between cortical areas. Three stages of intracortical communications developing over the course of task performance were discovered: between the right and left frontal areas (0-200 ms after the stimulus presentation), between the left frontal and left posterior temporo-parietal areas (250-500 ms), and, finally, between the left temporal and right fronto-centro-temporal areas. These findings are in good agreement with the results of the previous PET and ERP studies and supplement them with the circuitry of cortical information transfer. Also, they suggest some differences in information processing during automated reading and performance of more complicated use-generation task.     

Involvement of the Extrageniculate System in the Perception of Optical Illusions: A Functional Magnetic Resonance Imaging Study

Research on the neural processing of optical illusions can provide clues for understanding the neural mechanisms underlying visual perception. Previous studies have shown that some visual areas contribute to the perception of optical illusions such as the Kanizsa triangle and Müller-Lyer figure; however, the neural mechanisms underlying the processing of these and other optical illusions have not been clearly identified. Using functional magnetic resonance imaging (fMRI), we determined which brain regions are active during the perception of optical illusions. For our study, we enrolled 18 participants. The illusory optical stimuli consisted of many kana letters, which are Japanese phonograms. During the shape task, participants stated aloud whether they perceived the shapes of two optical illusions as being the same or not. During the word task, participants read aloud the kana letters in the stimuli. A direct comparison between the shape and word tasks showed activation of the right inferior frontal gyrus, left medial frontal gyrus, and right pulvinar. It is well known that there are two visual pathways, the geniculate and extrageniculate systems, which belong to the higher-level and primary visual systems, respectively. The pulvinar belongs to the latter system, and the findings of the present study suggest that the extrageniculate system is involved in the cognitive processing of optical illusions.     

Swearing, euphemisms, and linguistic relativity

Participants read aloud swear words, euphemisms of the swear words, and neutral stimuli while their autonomic activity was measured by electrodermal activity. The key finding was that autonomic responses to swear words were larger than to euphemisms and neutral stimuli. It is argued that the heightened response to swear words reflects a form of verbal conditioning in which the phonological form of the word is directly associated with an affective response. Euphemisms are effective because they replace the trigger (the offending word form) by another word form that expresses a similar idea. That is, word forms exert some control on affect and cognition in turn. We relate these findings to the linguistic relativity hypothesis, and suggest a simple mechanistic account of how language may influence thinking in this context.     

Pulsatile flow in a constricted channel.

A nonuniform channel is used as a simple model of a constricted arterial vessel. Flow patterns have been calculated for pulsatile flow with both sinusoidal and nonsinusoidal flow rates for a range of Reynolds number, Re, and Strouhal number, St. The results show that even for relatively low frequency flows a strong vortex wave will be generated with a complex wall shear stress distribution and peak values much greater than those found in steady or unsteady parallel flow. The vortex wave increases in strength with increasing Re and St, with its total length and wavelength independent of Re but inversely proportional to St. The form of the imposed flow rate is found to have an important effect on the flow and the shear stress distribution.     

Background Speech Effects on Sentence Processing during Reading: An Eye Movement Study

Effects of background speech on reading were examined by playing aloud different types of background speech, while participants read long, syntactically complex and less complex sentences embedded in text. Readers’ eye movement patterns were used to study online sentence comprehension. Effects of background speech were primarily seen in rereading time. In Experiment 1, foreign-language background speech did not disrupt sentence processing. Experiment 2 demonstrated robust disruption in reading as a result of semantically and syntactically anomalous scrambled background speech preserving normal sentence-like intonation. Scrambled speech that was constructed from the text to-be read did not disrupt reading more than scrambled speech constructed from a different, semantically unrelated text. Experiment 3 showed that scrambled speech exacerbated the syntactic complexity effect more than coherent background speech, which also interfered with reading. Experiment 4 demonstrated that both semantically and syntactically anomalous speech produced no more disruption in reading than semantically anomalous but syntactically correct background speech. The pattern of results is best explained by a semantic account that stresses the importance of similarity in semantic processing, but not similarity in semantic content, between the reading task and background speech.     

Effects of Grammaticality and Morphological Complexity on the P600 Event-Related Potential Component

We investigated interactions between morphological complexity and grammaticality on electrophysiological markers of grammatical processing during reading. Our goal was to determine whether morphological complexity and stimulus grammaticality have independent or additive effects on the P600 event-related potential component. Participants read sentences that were either well-formed or grammatically ill-formed, in which the critical word was either morphologically simple or complex. Results revealed no effects of complexity for well-formed stimuli, but the P600 amplitude was significantly larger for morphologically complex ungrammatical stimuli than for morphologically simple ungrammatical stimuli. These findings suggest that some previous work may have inadequately characterized factors related to reanalysis during morphosyntactic processing. Our results show that morphological complexity by itself does not elicit P600 effects. However, in ungrammatical circumstances, overt morphology provides a more robust and reliable cue to morphosyntactic relationships than null affixation.     

Differential effects of word length and visual contrast in the fusiform and lingual gyri during reading

Previous studies have shown differential responses in the fusiform and lingual gyri during reading and suggested that the former is engaged in processing local features of visual stimuli and the latter is engaged in global shape processing. We used positron emission tomography in order to investigate how these regions are modulated by two common variables in reading: word length (three, six and nine letters) and perceptive similarity to the background (high and low contrast). Increasing both word length and visual contrast had a positive monotonic effect on activation in the bilateral fusiform. However, in the lingual gyrus, activation increased with increasing word length but decreased with increasing contrast. On the basis of previous studies, we suggest that (i) increasing word length increases the demands on both local feature and global shape processing, but (ii) increasing visual contrast increases the demands on local feature processing while decreasing the demands on global shape processing.     

The cost of complexity in forecasts of population abundances is reduced but not eliminated by borrowing information across space using a hierarchical approach

Anticipating ecological changes is paramount if we are to manage biodiversity and the services they provide to humanity. When forecasting population abundances, studies have shown that simple statistical models often have better forecast performance than complex models. These studies have evaluated forecasts of models fitted separately to data from single sites (single-site approach). Here, we aim to contrast the forecast performance and forecast horizon between a single-site approach and a hierarchical multi-site approach where a single model is fitted to data from multiple-sites, and to investigate how they vary with model complexity. We used 5273 population time series on 84 species from the Swedish breeding bird survey program, and found that simple models on average had better forecast performance and forecast horizon than complex models for both the single- and the multi-site approach. However, the cost of complexity was considerably reduced under the multi-site approach, while the proportion of species for which complex models had better forecast performance than simple models was also much larger than under the single-site approach. This suggests that the multi-site approach is useful for inclusion of more detailed processes which may benefit forecasts for some species and which are of importance for managers. Still, our results are in line with some previous studies suggesting that it is surprisingly difficult to construct complex models that, on average, beat trivial baseline forecasts.     

De fonologische variant van primaire progressieve afasie, een gevalsstudie

Primary progressive aphasia (PPA) is a neurodegenerative syndrome characterized by an insidious onset and gradual progression of deficits that can involve any aspect of language, including word finding, object naming, fluency, syntax, phonology and word comprehension. The initial symptoms occur in the absence of major deficits in other cognitive domains, including episodic memory, visuospatial abilities and visuoconstruction. According to recent diagnostic guidelines, PPA is typically divided into three variants: nonfluent variant PPA (also termed progressive nonfluent aphasia), semantic variant PPA (also termed semantic dementia) and logopenic/phonological variant PPA (also termed logopenic progressive aphasia). The paper describes a 79-yr old man, who presented with normal motor speech and production rate, impaired single word retrieval and phonemic errors in spontaneous speech and confrontational naming. Confrontation naming was strongly affected by lexical frequency. He was impaired on repetition of sentences and phrases. Reading was intact for regularly spelled words but not for irregular words (surface dyslexia). Comprehension was spared at the single word level, but impaired for complex sentences. He performed within the normal range on the Dutch equivalent of the Pyramids and Palm Trees (PPT) Pictures Test, indicating that semantic processing was preserved. There was, however, a slight deficiency on the PPT Words Test, which appeals to semantic knowledge of verbal associations. His core deficit was interpreted as an inability to retrieve stored lexical-phonological information for spoken word production in spontaneous speech, confrontation naming, repetition and reading aloud.