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- W85452218 abstract "Cognitive psychology of literacy studies how the cognitive processes underlying (de-)coding oral language function in reading, spelling, and writing, and how humans learn to become skilled literates. A variety of cognitive models (e.g., boxological, mathematical, and computational) and methods (e.g., psychophysics, mental chronometry, brain imaging) is used to answer the currently central question in this field: how do humans learn and apply the alphabetic principle in perception and action, that is, the fact that in many languages letters (or letter groups) symbolize elementary speech sounds. Other major issues concern the functional units of learning/processing spoken and written language (e.g., letters vs. words; phonemes vs. syllables), or the role of phonological awareness in the acquisition of literacy. A major determinant of learning the alphabetic principle is the consistency of the sound-spelling and spelling-sound mappings of a language: identical visual units can represent different sounds and identical sounds can represent different visual units. Learners of a language adapt to this fact: experimental evidence suggests that German (in which approximately 90 percent of words are spelling-to-sound consistent) or Italian children detect the alphabetic principle earlier and exhibit better decoding skills than English children who use bigger processing units (e.g., rimes) than learners of German or Italian, for which phonemes are the basic processing units. Computational evidence suggests that the mental lexicon, that is, a central memory structure for skilled literacy, is organized like a highly interactive, nonlinear, dynamic network of grapheme/phoneme and orthographic/phonological word representations." @default.
- W85452218 created "2016-06-24" @default.
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- W85452218 date "2001-01-01" @default.
- W85452218 modified "2023-09-26" @default.
- W85452218 title "Literacy, Cognitive Psychology of" @default.
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- W85452218 doi "https://doi.org/10.1016/b0-08-043076-7/01556-4" @default.
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