Abstract
The levels-of-processing approach to speech processing (cf. Kolinsky, 1998) distinguishes three levels, from bottom to top: perception, recognition (which involves activation of stored knowledge) and formal explicit analysis or comparison (which belongs to metalinguistic ability), and assumes that only the former is immune to literacy-dependent knowledge. in this contribution, we first briefly review the main ideas and evidence supporting the role of learning to read in the alphabetic system in the development of conscious representations of phonemes, and we contrast conscious and unconscious representations of phonemes. Then, we examine in detail recent compelling behavioral and neuroscientific evidence for the involvement of orthographic representation in the recognition of spoken words. We conclude by arguing that there is a strong need of theoretical re-elaboration of the models of speech recognition, which typically have ignored the influence of reading acquisition.
Highlights
In the development of conscious representations of phonemes, and we contrast conscious and unconscious representations of phonemes
These results show that the awareness of phonemes does not develop spontaneously, but is elicited by learning to read and write, at least in an alphabetic system. conscious access to syllables or rhyme does not depend so critically on literacy, ex-illiterates score higher than illiterates in tasks involving such abilities
We showed that the influence of orthographic representations extends beyond the domain of sub-lexical elements such as phonemes, rhymes or syllables. studying Thai, a language in which tones are lexically distinctive and marked orthographically, but not always consistent, we observed an orthographic congruency effect in tasks that require an explicit analysis of tone information, like tone monitoring and same-different tone judgment: better performance was found when both the tone and the tone marker led to the same response than when they led to opposite, competing responses (Pattamadilok, Kolinsky, luksaneeyanawin, & Morais, 2008)
Summary
In the development of conscious representations of phonemes, and we contrast conscious and unconscious representations of phonemes. What Cutler et al.’s data show is that the involvement of word spelling is not mandatory in metalinguistic judgments, but strategically motivated, for example, when it might facilitate a decision about phonemes.The impact of orthographic knowledge on spoken word recognition
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