Ahr Emmanuel, Houdé Olivier, Borst Grégoire
LaPsyDÉ, CNRS Unit 8240, 75005 Paris, France; University Paris Descartes University, University Sorbonne Paris Cité, 75006 Paris, France; University of Caen Basse-Normandie, 14032 Caen, France.
LaPsyDÉ, CNRS Unit 8240, 75005 Paris, France; University Paris Descartes University, University Sorbonne Paris Cité, 75006 Paris, France; University of Caen Basse-Normandie, 14032 Caen, France; Institut Universitaire de France, 75005 Paris, France.
J Exp Child Psychol. 2016 May;145:157-65. doi: 10.1016/j.jecp.2015.12.009. Epub 2016 Jan 27.
A striking error in reading is the early and sometimes persistent confusion of mirror letters such as b and d. These mirror errors are likely a result of the mirror generalization process that allows one to identify a visual stimulus regardless of its presentation side. A previous study demonstrated that preventing mirror errors in reading requires the inhibition of the mirror generalization process in expert adult readers (Borst et al., 2015). Using the same experimental paradigm, the current study aimed at replicating this result in school-aged children. Three age groups-1st, 3rd, and 5th graders-performed a negative priming study in which they were asked to determine on the primes whether two letters were identical and on the probes whether two animals facing opposite directions were identical. All three groups of children required more time to discriminate two letters that were lateral mirror images of one another (e.g., b/d) than two letters that were not (e.g., f/t). Crucially, children required more time to determine that two animals facing opposite directions were identical when preceded by two letters that were lateral mirror images of one another (b/d) than when preceded by letters that were not mirror images of one another (f/t). Importantly, the amplitude of the negative priming effect did not vary with age. Our results suggest that overcoming mirror errors in reading, regardless of the reading proficiency of school-aged children, is rooted in the ability to inhibit the mirror generalization process.
阅读中一个显著的错误是早期出现且有时持续存在的镜像字母混淆，如b和d。这些镜像错误可能是镜像泛化过程的结果，该过程使人们能够识别视觉刺激，而不管其呈现的方向。先前的一项研究表明，在成年专业读者中，防止阅读中的镜像错误需要抑制镜像泛化过程（博斯特等人，2015年）。本研究采用相同的实验范式，旨在在学龄儿童中复制这一结果。三个年龄组——一年级、三年级和五年级学生——进行了一项负启动研究，在该研究中，他们被要求在启动刺激中判断两个字母是否相同，在探测刺激中判断两只 facing opposite directions的动物是否相同。与判断两个非镜像字母（如f/t）相比，所有三组儿童判断两个互为横向镜像的字母（如b/d）是否相同都需要更多时间。至关重要的是，当两个互为横向镜像的字母（b/d）作为启动刺激时，儿童判断两只 facing opposite directions的动物是否相同所需的时间比启动刺激为非镜像字母（f/t）时更长。重要的是，负启动效应的幅度并不随年龄而变化。我们的结果表明，无论学龄儿童的阅读能力如何，克服阅读中的镜像错误都源于抑制镜像泛化过程的能力。
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