Dataset Information

Recognizing Words and Reading Sentences with Microsecond Flash Displays.

ABSTRACT: Strings of dots can be used to construct easily identifiable letters, and these in turn can be used to write words and sentences. Prior work found that respondents could identify individual letters when all the dots were simultaneously flashed for an ultra-brief duration. Four of the experiments reported here constructed five-letter words with these dot-letters and a fifth experiment used them to write complete sentences. Respondents were able to recognize individual words that were displayed with a single, simultaneous ultra-brief flash of all the letters. Further, sentences could be efficiently read with a sequence of simultaneous flashes at a frequency that produced perceptual fusion. One experiment determined the frequency range that would produce flicker-fusion. Two experiments established the relation of intensity to probability of recognition with single flashes and with fused-flicker frequencies. Another established the intensities at which flicker-fused and steady displays were judged to be equal in brightness. The final experiment used those flicker-fused and steady intensities to display sentences. The two display conditions were read with equal efficiency, even though the flicker-fused displays provided light stimulation only 0.003% of the time.

SUBMITTER: Greene E

PROVIDER: S-EPMC4723150 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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Recognizing Words and Reading Sentences with Microsecond Flash Displays.

Greene Ernest E

PloS one 20160122 1

Strings of dots can be used to construct easily identifiable letters, and these in turn can be used to write words and sentences. Prior work found that respondents could identify individual letters when all the dots were simultaneously flashed for an ultra-brief duration. Four of the experiments reported here constructed five-letter words with these dot-letters and a fifth experiment used them to write complete sentences. Respondents were able to recognize individual words that were displayed wi ...[more]

PMID: 26800027

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Project description:Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration-a multi-component view-to examine individual differences in reading comprehension in school-age children (8-14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002-2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension.

Dataset Information

Recognizing Words and Reading Sentences with Microsecond Flash Displays.

Publications

Recognizing Words and Reading Sentences with Microsecond Flash Displays.

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