6533b82efe1ef96bd1292933
RESEARCH PRODUCT
Qualitative differences in the exploration of upright and upside-down faces in four-month-old infants : An eye-movement study
Christelle LemoineJean-yves BaudouinRoger LécuyerKarine DurandMathieu Gallaysubject
MaleATTRACTIVE FACESmedicine.medical_specialtyeducation[SHS.PSY]Humanities and Social Sciences/PsychologyAudiologyFAMILIAR050105 experimental psychologyEducationDevelopmental psychologyDiscrimination Learning[SHS.PSY] Humanities and Social Sciences/Psychology[ SHS.PSY ] Humanities and Social Sciences/PsychologyCONFIGURATIONSOrientationDevelopmental and Educational PsychologymedicineHumans0501 psychology and cognitive sciencesAttentionMouth regionHabituation PsychophysiologicNoseComputingMilieux_MISCELLANEOUSPERCEPTIONUNFAMILIAR FACES05 social sciencesNEWBORN-INFANTSEye movementInfantGazemedicine.anatomical_structurePattern Recognition VisualEXTERNAL FEATURESMOTHERS FACEFacePediatrics Perinatology and Child Health[SCCO.PSYC]Cognitive science/PsychologyFemaleRECOGNITION MEMORYPsychologyGAZE050104 developmental & child psychologydescription
The goal of this study was to test if apprentice readers (6-7 to 7-8 years old) and beginner readers (8-9 to 10-11 years old) perceive syllabic units in written words. The paradigm of illusory conjunctions was used because it can determine the infra-lexical units identified at the first steps of the written stimuli process. Two experiments were conducted on children from the first (6-7 years old) to the last years (10-11 years old) of the learning-to-read process. Results have shown that children perceive syllables in letter sequences as soon as the end of the first year of the learning-to-read process. The perception of these units is the result of two information sources: the syllabic phonology and the orthographic redundancy. The syllable could then be a pertinent unit in the learning-to-read process.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2006-07-01 |