• Korean Journal of Cognitive Science
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• v.15 no.1
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• pp.35-41
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• 2004

The letter delay task using monosyllabic words has been employed in order to investigate whether Korean word is processed by the phonological route, and to investigate which stage this phonological information affects word recognition. Two main conditions were delaying a sounding letter( $\rightarrow$향), and delaying a silent letter( $\rightarrow$양). Experiment 1 was the naming task with the SOAs of 150㎳ and 250㎳ in order to investigate whether the phonological information affects the early stages, or the later stages of word recognition. The results showed that the interaction between the phonological value condition and the presence/absence of the prime was significant under the 150㎳ SOA, but not under 250㎳ SOA. Experiment 2 was conducted in order to generalize the results of Experiment 1 in the lexical decision task. The results showed the similar pattern as the Experiment 1. These experiments indicate that Korean words are processed by the phonological route, and the phonological information plays roles in the early stages of word recognition.

• Korean Journal of Cognitive Science
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• v.26 no.1
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• pp.1-26
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• 2015

The purpose of this study was to examine whether the phonological information or the orthographic information plays a major role in visual word recognition. To do so, we used a non-word lexical decision task(LDT) in Experiment 1 and masked priming tasks in Experiement 2 and 3. The results of Experiment 1 showed that reaction times and the error rates were affected by the orthographic characteristics of the non-word stimuli such that orthographically similar non-words condition showed prolonged reaction times and higher error rates than control condition. In Experiment 2 and Experiment 3, the participants performed masked priming lexical decision tasks in two SOA conditions(60ms, 150ms). The results of the both experiments showed that the orthographically identical first syllable priming facilitated lexical decision of the target words while both of the pseudo-homophone priming and the phonologically identical first syllable priming did not. The dual route hypothesis(Coltheart et al, 2001), assuming that orthographic information rather than phonological information is the major source for the visual word recognition processes, fits well with the results of the current study.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.1
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• pp.81-94
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• 2003

Objectives：Developmental reading disorder is a condition which manifests significant developmenttal delay in reading ability or persistent errors. About 3-7% of school-age children have this condition. The purpose of the present study was to validate the diagnostic values of Word/Nonword Reading Test and Letter-Symbol Discrimination Task for the purpose of overcoming the caveats of Basic Learning Skills Test. Methods：Sixty-three reading-disordered patients(mean age 10.48 years old) and sex, age-matched 77 normal children(mean age 10.33 years old) were selected by clinical evaluation and DSM-IV criteria. Reading I and II of Basic Learning Skills Test, Word/Nonword Reading Test, and Letter-Symbol Discrimination Task were carried out to them. Word/Nonword Reading Test：One hundred usual highfrequency words and one hundred meaningless nonwords were presented to the subjects within 1.2 and 2.4 seconds, respectively. Through these results, automatized phonological processing ability and conscious letter-sound matching ability were estimated. Letter-Symbol Discrimination Task：mirror image letters which reading-disordered patients are apt to confuse were used. Reliability, concurrent validity, construct validity, and discriminant validity tests were conducted. Results：Word/Nonword Reading Test：the reliability(alpha) was 0.96, and concurrent validity with Basic Learning Skills test was 0.94. The patients with developmental reading disorders differed significantly from normal children in Word/Nonword Reading Test performances. Through discriminant analysis, 83.0% of original cases were correctly classified by this test. Letter-Symbol Discrimination Task：the reliability(alpha) was 0.86, and concurrent validity with Basic Learning Skills test was 0.86. There were significant differences in scores between the patients and normal children. Factor analysis revealed that this test were composed of saccadic mirror image processing, global accuracy, mirror image processing deficit, static image processing, global vigilance deficit, and inattention-impulsivity factors. By discriminant analysis, 87.3% of the patients and normal children were correctly classified. Conclusion：The patients with developmental reading disorders had deficits in automatized visuallexical route, morpheme-phoneme conversion mechanism, and visual information processing. These deficits were reliably and validly evaluated by Word/Nonword Reading Test and Letter-Symbol Discrimination Task.