Please use this identifier to cite or link to this item:

Title: A cultural side effect: mirror suppression in object recognition is triggered by letter knowledge in preschoolers.
Authors: Fernandes, Tânia
Leite, Isabel
Kolinsky, Régine
Keywords: Literacy acquisition
Letter Knowledge
Object Recognition
Mirror invariance
Issue Date: 17-Apr-2015
Publisher: Associação Portuguesa de Psicologia Experimental
Abstract: Since when, during reading development, does literacy impact object recognition and orientation processing? Is this impact specific to mirror images (e.g., d − b) or also apparent for other transformations (e.g., plane−rotations: d − p)? To answer these questions, forty−six 5−7−year−old preliterate preschoolers and first graders performed two same−different matching tasks tapping explicit (orientation−based) vs. automatic (shape−based) orientation processing of geometric shapes. On orientation−based judgments, first graders outperformed preschoolers. Preschoolers had the strongest difficulty in discriminating mirrored pairs. On shape−based judgments, first graders were slower for mirrored than identical pairs, and even slower than preschoolers. This mirror cost, a side−effect of learning to read, was allied with letter knowledge in preschoolers. Thus, mirror suppression emerges even before formal literacy instruction and generalizes to non−linguistic material.
Type: lecture
Appears in Collections:PSI - Comunicações - Em Congressos Científicos Nacionais

Files in This Item:

File Description SizeFormat
ProgramaAPPE-2015.pdf196.44 kBAdobe PDFView/Open
FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpaceOrkut
Formato BibTex mendeley Endnote Logotipo do DeGóis 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.


Dspace Dspace
DSpace Software, version 1.6.2 Copyright © 2002-2008 MIT and Hewlett-Packard - Feedback
UEvora B-On Curriculum DeGois