Stress assignment in the development of reading aloud: Nonword priming effects on Italian children (Contributo in atti di convegno)

Type

• Contributo in atti di convegno (Classe)
• Prodotto della ricerca (Classe)

Label

• Stress assignment in the development of reading aloud: Nonword priming effects on Italian children (Contributo in atti di convegno) (literal)

Anno

• 2012-01-01T00:00:00+01:00 (literal)

Alternative label

• Sulpizio, Simone; Boureux, Magali; Burani, Cristina; Deguchi, Chizuro; Colombo, Lucia; (2012)
  Stress assignment in the development of reading aloud: Nonword priming effects on Italian children
  in Proceedings of the 34th Annual Conference of the Cognitive Science Society, Sapporo, 1-4 Agosto 2012
  (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori

• Sulpizio, Simone; Boureux, Magali; Burani, Cristina; Deguchi, Chizuro; Colombo, Lucia; (literal)

Pagina inizio

• 2369 (literal)

Pagina fine

• 2374 (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#altreInformazioni

• ID_PUMA: /cnr.istc/2012-A2-032 (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#pagineTotali

• 6 (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni

• Department of Cognitive Science and Education, University of Trento; Department of Philosophy, Pedagogy and Psychology, University of Verona; CNR-ISTC, Roma1-SanMartino; Department of Cognitive Science and Education, University of Trento; Department of General Psychology, University of Padua (literal)

Titolo

• Stress assignment in the development of reading aloud: Nonword priming effects on Italian children (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#curatoriVolume

• N. Miyake, D. Peebles, & R. P. Cooper (literal)

Abstract

• Two experiments investigated the development of two aspects related to stress assignment in reading. First, we tested whether the role of distributional knowledge concerning stress changes with the development of the reading system; second, we tested whether stress information is computed independently of phonemic information since the first stages of reading acquisition. We ran two identical experiments in Italian, one with children of two age levels (second and fourth grades) and one with adults. Results showed that older children behave similarly to adults, but younger children do not. Differently from the advanced readers, younger children use more general distributional knowledge about stress and are not able to compute stress information apart from phonemes. Taken together, our results suggest that the stress subsystem, and in particular the mechanisms working at the level of the phonological buffer are not fully developed during the first stages of reading. (literal)

Prodotto di

• Istituto di scienze e tecnologie della cognizione (ISTC) (Istituto)
• Gestualita', oralita' e lingua scritta nello sviluppo e nella lingua dei segni (IC.P02.007.001) (Modulo)

Autore CNR

• CRISTINA BURANI (Unità di personale interno)

Insieme di parole chiave

• Keywords of "Stress assignment in the development of reading aloud: Nonword priming effects on Italian children" (Insieme di parole chiave)

Incoming links:

Autore CNR di

• CRISTINA BURANI (Unità di personale interno)

Prodotto

• Istituto di scienze e tecnologie della cognizione (ISTC) (Istituto)
• Gestualita', oralita' e lingua scritta nello sviluppo e nella lingua dei segni (IC.P02.007.001) (Modulo)

Insieme di parole chiave di

• Keywords of "Stress assignment in the development of reading aloud: Nonword priming effects on Italian children" (Insieme di parole chiave)