A literacy-related color-specific deficit in rapid automatized naming: Evidence from neurotypical completely illiterate and literate adults.

There is a robust positive relationship between reading skills and the time to name aloud an array of letters, digits, objects, or colors as quickly as possible. A convincing and complete explanation for the direction and locus of this association remains, however, elusive. In this study, we investigated rapid automatized naming (RAN) of everyday objects and basic color patches in neurotypical illiterate and literate adults. Literacy acquisition and education enhanced RAN performance for both conceptual categories but this advantage was much larger for (abstract) colors than everyday objects. This result suggests that (a) literacy/education may be causal for serial rapid naming ability of non-alphanumeric items and (b) differences in the lexical quality of conceptual representations can underlie the reading-related differential RAN performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

[1]  A. Meyer,et al.  Literacy can enhance syntactic prediction in spoken language processing. , 2021, Journal of experimental psychology. General.

[2]  Alison R Preston,et al.  Concept formation as a computational cognitive process , 2021, Current Opinion in Behavioral Sciences.

[3]  M. Ostarek,et al.  Does Neuronal Recycling Result in Destructive Competition? The Influence of Learning to Read on the Recognition of Faces , 2021, Psychological science.

[4]  D. Munoz,et al.  Developmental Trends of Visual Processing of Letters and Objects Using Naming Speed Tasks , 2020, Frontiers in Human Neuroscience.

[5]  Falk Huettig,et al.  The role of the written script in shaping mirror-image discrimination: Evidence from illiterate, Tamil literate, and Tamil-Latin-alphabet bi-literate adults , 2020, Cognition.

[6]  A. Reis,et al.  Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis , 2020, Annals of Dyslexia.

[7]  Daisy Powell,et al.  Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. , 2020, Journal of Educational Psychology.

[8]  L. Cohen,et al.  When colours split from objects: The disconnection of colour perception from colour language and colour knowledge , 2019, Cognitive neuropsychology.

[9]  Falk Huettig,et al.  Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex-illiterate, and schooled literate adults. , 2019, Developmental science.

[10]  M. Pickering,et al.  Literacy Advantages Beyond Reading: Prediction of Spoken Language , 2019, Trends in Cognitive Sciences.

[11]  R. Mishra,et al.  Literacy improves short-term serial recall of spoken verbal but not visuospatial items – Evidence from illiterate and literate adults , 2019, Cognition.

[12]  L. Faísca,et al.  A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia , 2019, Scientific Studies of Reading.

[13]  George K. Georgiou,et al.  Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency , 2018, Scientific Studies of Reading.

[14]  Zeshu Shao,et al.  Neural correlates of spoken word production in semantic and phonological blocked cyclic naming , 2018 .

[15]  V. Kuperman,et al.  Oculomotor planning in RAN and reading: a strong test of the visual scanning hypothesis , 2018 .

[16]  B. Byrne,et al.  Literacy acquisition influences children's rapid automatized naming. , 2018, Developmental science.

[17]  K. Petersson,et al.  Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience , 2018 .

[18]  George K. Georgiou,et al.  Word Reading Fluency as a Serial Naming Task , 2018 .

[19]  M. Simões,et al.  Factor Structure and Measurement Invariance of the Coimbra Neuropsychological Assessment Battery (BANC) , 2018, Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists.

[20]  Falk Huettig,et al.  Learning to read alters cortico-subcortical cross-talk in the visual system of illiterates , 2017, Science Advances.

[21]  Athanassios Protopapas,et al.  Shape and color naming are inherently asymmetrical: Evidence from practice-based interference , 2017, Cognition.

[22]  R. Kolinsky,et al.  Does learning to read shape verbal working memory? , 2015, Psychonomic Bulletin & Review.

[23]  Renske S. Hoedemaker,et al.  Effective scheduling of looking and talking during rapid automatized naming. , 2016, Journal of experimental psychology. Human perception and performance.

[24]  Victor Kuperman,et al.  Eye-Movement Control in RAN and Reading , 2016, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

[25]  C. Demoulin,et al.  Does learning to read shape verbal working memory? , 2015, Psychonomic Bulletin & Review.

[26]  George K. Georgiou,et al.  Examining the Cross-Lagged Relationships Between RAN and Word Reading in Chinese , 2015 .

[27]  Suzanne R. Jongman,et al.  The Role of Sustained Attention in the Production of Conjoined Noun Phrases: An Individual Differences Study , 2015, PloS one.

[28]  Régine Kolinsky,et al.  How formal education and literacy impact on the content and structure of semantic categories , 2014, Trends in Neuroscience and Education.

[29]  Ulrika Wolff.  RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention , 2014, Annals of dyslexia.

[30]  S. Dehaene,et al.  Literacy breaks mirror invariance for visual stimuli: a behavioral study with adult illiterates. , 2014, Journal of experimental psychology. General.

[31]  Christian N. L. Olivers,et al.  The influence of literacy on visual search , 2014 .

[32]  George K. Georgiou,et al.  Development of serial processing in reading and rapid naming. , 2013, Journal of experimental child psychology.

[33]  Ming Yan,et al.  Eye-voice span during rapid automatized naming of digits and dice in Chinese normal and dyslexic children. , 2013, Developmental science.

[34]  Mads Poulsen,et al.  What's in a Name Depends on the Type of Name: The Relationships Between Semantic and Phonological Access, Reading Fluency, and Reading Comprehension , 2013 .

[35]  J. Morais,et al.  Enantiomorphy through the looking glass: literacy effects on mirror-image discrimination. , 2011, Journal of experimental psychology. General.

[36]  George K. Georgiou,et al.  Naming Speed and Reading: From Prediction to Instruction , 2010 .

[37]  H. Branigan,et al.  Is the ‘naming’ deficit in dyslexia a misnomer? , 2010, Cognition.

[38]  George K. Georgiou,et al.  RAN Components and Reading Development From Grade 3 to Grade 5: What Underlies Their Relationship? , 2009 .

[39]  Charles Hulme,et al.  Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency , 2009, Psychological science.

[40]  N. Dumay,et al.  Exploring phonological encoding through repeated segments , 2009 .

[41]  George K. Georgiou,et al.  Rapid naming speed and reading across languages that vary in orthographic consistency , 2008 .

[42]  W. Verhagen,et al.  Phonological Awareness and Naming Speed in the Prediction of Dutch Children's Word Recognition , 2008 .

[43]  J. Morais,et al.  Lexical restructuring in the absence of literacy , 2007, Cognition.

[44]  D. Amtmann,et al.  Mixture growth models of RAN and RAS row by row: insight into the reading system at work over time , 2007 .

[45]  Charles A. Perfetti,et al.  Reading Ability: Lexical Quality to Comprehension , 2007 .

[46]  H. Zimiles,et al.  The relation between children's conceptual functioning with color and color term acquisition. , 2006, Journal of experimental child psychology.

[47]  Julia Kastner,et al.  Introduction to Robust Estimation and Hypothesis Testing , 2005 .

[48]  Vasiliki Folia,et al.  Semantic and phonological processing in illiteracy , 2004, Journal of the International Neuropsychological Society.

[49]  Guy Trainin,et al.  Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence , 2003 .

[50]  Kara D. Federmeier,et al.  Timed picture naming in seven languages , 2003, Psychonomic bulletin & review.

[51]  C. Perfetti,et al.  The lexical quality hypothesis , 2002 .

[52]  C. Schatschneider,et al.  Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development , 2002, Journal of learning disabilities.

[53]  K. Stanovich,et al.  Why the timing deficit hypothesis does not explain reading disability in adults , 2002 .

[54]  B. Pennington,et al.  Comparing the phonological and double deficit hypotheses for developmental dyslexia , 2001 .

[55]  K T Mullen,et al.  Conceptualization of perceptual attributes: a special case for color? , 2001, Journal of experimental child psychology.

[56]  Margaret J. Snowling,et al.  Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders , 2001 .

[57]  Gérard Deloche,et al.  A Calculation and Number Processing Battery for Clinical Application in Illiterates and Semi-Literates , 1999, Cortex.

[58]  J. Dockrell,et al.  Why is colour naming difficult? , 1999, Journal of Child Language.

[59]  A. Castro-Caldas,et al.  Illiteracy: A cause for biased cognitive development , 1997, Journal of the International Neuropsychological Society.

[60]  Isabelle Y. Liberman,et al.  Phonological awareness in illterates: Observations from Serbo-Croatian , 1995, Applied Psycholinguistics.

[61]  Joseph K. Torgesen,et al.  Longitudinal Studies of Phonological Processing and Reading , 1994, Journal of learning disabilities.

[62]  W. Glaser.  Picture naming , 1992, Cognition.

[63]  Stephen J. Ceci,et al.  How Much Does Schooling Influence General Intelligence and Its Cognitive Components? A Reassessment of the Evidence. , 1991 .

[64]  P. Bertelson,et al.  Literacy training and speech segmentation , 1986, Cognition.

[65]  Marc H. Bornstein,et al.  On the development of color naming in young children: Data and theory , 1985, Brain and Language.

[66]  M. Bornstein,et al.  Colour-name versus shape-name learning in young children , 1985, Journal of Child Language.

[67]  P. Bertelson,et al.  Does awareness of speech as a sequence of phones arise spontaneously? , 1979, Cognition.

[68]  M. Denckla,et al.  Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities , 1976, Neuropsychologia.

[69]  W. Anyan,et al.  The Naming of Primary Colors by Children. , 1971 .

[70]  Zhang Rui-ping.  The Relation between Children's Conceptual Knowledge of Lying and Lie-telling Behavior , 2007 .

[71]  E. Ziegel.  Introduction to Robust Estimation and Hypothesis Testing (2nd ed.) , 2005 .

[72]  A. Roelofs,et al.  Goal-referenced selection of verbal action: modeling attentional control in the Stroop task. , 2003, Psychological review.

[73]  C. Hofsten,et al.  Literacy effects on language and cognition , 2002 .

[74]  A. Ardila,et al.  NEUROPSYCHOLOGICAL TEST PERFORMANCE IN ILLITERATES , 2001 .

[75]  R. Sternberg,et al.  Intelligence: Knowns and unknowns. , 1996 .

[76]  Joseph K. Torgesen,et al.  Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality from a Latent Variable Longitudinal Study. , 1994 .

[77]  Mm. Liabre.  Standard Progressive Matrices , 1984 .

[78]  E. M. Ligon.  A genetic study of color naming and word reading. , 1932 .

[79]  Warner Brown,et al.  Practice in associating color-names with colors , 1915 .

[80]  A. Roelofs,et al.  Sources of individual differences in the speed of naming objects and actions: The contribution of executive control , 2012, Quarterly journal of experimental psychology.