Difference between revisions of "Development of a Novel Writing System"

Revision as of 19:58, 16 May 2009

PI: Julie Fiez

Abstract

The goal of this project is to determine whether the processing of visual words can be exclusively mediated by right-hemisphere visual areas. To address this question, we explore a novel orthography in which spoken English phonemes are graphically represented by faces, which evoke a strong activation in right hemisphere visual areas. We assess whether native English subjects can become fluent at reading this "face-based" writing system, and probe whether predominantly right-hemisphere visual areas support the processing of items displayed using this system.

Glossary

PSLC General Glossary

Full Glossary [edit] Research question The basic research question are: 1) can participants learn to read words and text presented using face-based graphemes in an alphabetic writing system (FaceFont), 2) how does the learning compare to a novel alphabetic orthography based upon more traditional letter-like graphemes (KoreanFont)?, and 3) is fluent FaceFont reading supported by right-lateralized activation within the fusiform, while fluent KoreanFont activation is supported by the typical pattern of left-lateralized fusiform activation?

What instructional activities or methods cause students’ learning to be robust? Participants receive direct instruction on the grapheme-phoneme mapping principles of the writing system to which they are assigned, and then practice decoding at the single word level, using software that provides assistance as requested by the subject and information about the correct response after each naming attempt of the participant. In later stages of training, participants read connected text, using the contextual constraints to ascertain the accuracy of their decoding.

[edit] Dependent variables 1) reaction time to read single words, and rate of reading (words per minute) of connected text 2) changes in the BOLD response to visually presented English words, FaceFont words, and KoreanFont words in the left and right fusiform

Measures of basic learning (an immediate, near-transfer post-test) and measures of robust learning (long-term retention, far transfer and accelerated future learning) Our single-word reading tests include words that are part of the training set, words that are not part of the training set, and nonwords; this allows us to examine the degree of transfer to never-before seen grapheme combinations

[edit] Independent variables orthographic system (FaceFont, KoreanFont)

[edit] Hypotheses We hypothesize that participants will be able to learn both KoreanFont and FaceFont, though the learning of KoreanFont may be faster and particpants may be able to achieve much higher rates of fluency with extended training. The visual-perceptual account of fusiform organization predicts that skilled FaceFont reading will be supported by the right fusiform, while the phonological-bridge account predicts that skilled FaceFont reading will be supported by left-lateralized or bilateral fusiform activation. [edit] Explanation

The visual-perceptual account posits that the degree to which the left or right fusiform is engaged during orthographic processing is dependent upon the visual characteristics of the stimuli. Since faces are known to elicit predominantly right-lateralized fusiform activation (potentially because of the greater need for configural processing, or low-spatial frequency analysis) this account predicts that if faces are used a graphemes the fusiform activation will be largely right lateralized.

The phonological-bridge account posits that the left fusiform, in the territory of the "visual word form area" must always be used to support skilled reading, because this region is uniquely situated to connect to left hemisphere language areas (e.g., a region in the left temoroparietal cortex associated with phonological representation). This account thus predicts that regardless of the visual form of the writing system, the visual word form area will always be engaged in a skilled reader.

Pilot results obtained by a PSLC intern in 2008 indicate that the FaceFont system can be learned, although at a slower rate than KoreanFont. Initial imaging results further suggest that FaceFont reading is associated with right lateralized activation of the fusiform. Thus, the initial evidence supports the visual-perceptual account of the fusiform and reading. An NIH grant to study the FaceFont writing system in greater depths is in the final stages of review, and we are hopeful that we will be able to build upon this pilot work beginning in Fall 2009.

[edit] Descendents

   * Interactive Communication.
   * Coordinative Learning.
   * Refinement and Fluency.

Difference between revisions of "Development of a Novel Writing System"

Revision as of 19:58, 16 May 2009

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@@ Line 12: / Line 12: @@
 [edit]
 Research question
+The basic research question are:  1) can participants learn to read words and text presented using face-based graphemes in an alphabetic writing system (FaceFont), 2) how does the learning compare to a novel alphabetic orthography based upon more traditional letter-like graphemes (KoreanFont)?, and 3) is fluent FaceFont reading supported by right-lateralized activation within the fusiform, while fluent KoreanFont activation is supported by the typical pattern of left-lateralized fusiform activation?
 What instructional activities or methods cause students’ learning to be robust?
+Participants receive direct instruction on the grapheme-phoneme mapping principles of the writing system to which they are assigned, and then practice decoding at the single word level, using software that provides assistance as requested by the subject and information about the correct response after each naming attempt of the participant.  In later stages of training, participants read connected text, using the contextual constraints to ascertain the accuracy of their decoding.
 [edit]
 Dependent variables
+) reaction time to read single words, and rate of reading (words per minute) of connected text
+) changes in the BOLD response to visually presented English words, FaceFont words, and KoreanFont words in the left and right fusiform
 Measures of basic learning (an immediate, near-transfer post-test) and measures of robust learning (long-term retention, far transfer and accelerated future learning)
+Our single-word reading tests include words that are part of the training set, words that are not part of the training set, and nonwords; this allows us to examine the degree of transfer to never-before seen grapheme combinations
 [edit]
 Independent variables
+orthographic system (FaceFont, KoreanFont)
-Independent variables in PSLC are primarily instructional activities, methods, or treatments. Studies might also include independent variables that measure individual differences, like a language students' first language.
 [edit]
 Hypotheses
+We hypothesize that participants will be able to learn both KoreanFont and FaceFont, though the learning of KoreanFont may be faster and particpants may be able to achieve much higher rates of fluency with extended training.  The visual-perceptual account of fusiform organization predicts that skilled FaceFont reading will be supported by the right fusiform, while the phonological-bridge account predicts that skilled FaceFont reading will be supported by left-lateralized or bilateral fusiform activation.
-Learning will be robust if the instructional activities are designed to include appropriate paths, and the students tend to follow those paths during instruction.
 [edit]
 Explanation
-Instructional activities influence the depth and generality of the students’ acquired knowledge components, the knowledge components’ strength and feature validity, and the student’s motivation. These in turn influence the students’ performance on measures of robust learning. That is, we take a cognitive stance, rather than a radically distributed or situated stance.
+The visual-perceptual account posits that the degree to which the left or right fusiform is engaged during orthographic processing is dependent upon the visual characteristics of the stimuli.  Since faces are known to elicit predominantly right-lateralized fusiform activation (potentially because of the greater need for configural processing, or low-spatial frequency analysis) this account predicts that if faces are used a graphemes the fusiform activation will be largely right lateralized.
-At the macro-level, instruction produces robust learning if it increases the frequency of:
-    * sense making processes: rederivation, adaptation and self-supervised learning
-    * and foundational skill building processes: strengthening, deep feature perception and cognitive headroom.
-At the micro-level, instruction produces robust learning if:
+The phonological-bridge account posits that the left fusiform, in the territory of the "visual word form area" must always be used to support skilled reading, because this region is uniquely situated to connect to left hemisphere language areas (e.g., a region in the left temoroparietal cortex associated with phonological representation).  This account thus predicts that regardless of the visual form of the writing system, the visual word form area will always be engaged in a skilled reader.
-    * The instruction is designed so that the learning event space has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.
+Pilot results obtained by a PSLC intern in 2008 indicate that the FaceFont system can be learned, although at a slower rate than KoreanFont.  Initial imaging results further suggest that FaceFont reading is associated with right lateralized activation of the fusiform.  Thus, the initial evidence supports the visual-perceptual account of the fusiform and reading.  An NIH grant to study the FaceFont writing system in greater depths is in the final stages of review, and we are hopeful that we will be able to build upon this pilot work beginning in Fall 2009.
-    * Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.
 [edit]