How Does Literacy Affect Speech Processing? Not by Enhancing Cortical Responses to Speech, But by Promoting Connectivity of Acoustic-Phonetic and Graphomotor Cortices.

Previous research suggests that literacy, specifically learning alphabetic letter-to-phoneme mappings, modifies online speech processing and enhances brain responses, as indexed by the BOLD, to speech in auditory areas associated with phonological processing (Dehaene et al., 2010). However, alphabets are not the only orthographic systems in use in the world, and hundreds of millions of individuals speak languages that are not written using alphabets. In order to make claims that literacy per se has broad and general consequences for brain responses to speech, one must seek confirmatory evidence from nonalphabetic literacy. To this end, we conducted a longitudinal fMRI study in India probing the effect of literacy in Devanagari, an abubgida, on functional connectivity and cerebral responses to speech in 91 variously literate Hindi-speaking male and female human participants. Twenty-two completely illiterate participants underwent 6 months of reading and writing training. Devanagari literacy increases functional connectivity between acoustic-phonetic and graphomotor brain areas, but we find no evidence that literacy changes brain responses to speech, either in cross-sectional or longitudinal analyses. These findings shows that a dramatic reconfiguration of the neurofunctional substrates of online speech processing may not be a universal result of learning to read, and suggest that the influence of writing on speech processing should also be investigated.SIGNIFICANCE STATEMENT It is widely claimed that a consequence of being able to read is enhanced auditory processing of speech, reflected by increased cortical responses in areas associated with phonological processing. Here we find no relationship between literacy and the magnitude of brain response to speech stimuli in individuals who speak Hindi, which is written using a nonalphabetic script, Devanagari, an abugida. We propose that the exact nature of the script under examination must be considered before making sweeping claims about the consequences of literacy for the brain. Further, we find evidence that literacy enhances functional connectivity between auditory processing areas and graphomotor areas, suggesting a mechanism whereby learning to write might influence speech perception.

Fast and slow language processing: A window into dual-process models of cognition.

Our understanding of dual-process models of cognition may benefit from a consideration of language processing, as language comprehension involves fast and slow processes analogous to those used for reasoning. More specifically, De Neys's criticisms of the exclusivity assumption and the fast-to-slow switch mechanism are consistent with findings from the literature on the construction and revision of linguistic interpretations.

Does Neuronal Recycling Result in Destructive Competition? The Influence of Learning to Read on the Recognition of Faces.

Written language, a human cultural invention, is far too recent a development for dedicated neural infrastructure to have evolved in its service. Newly acquired cultural skills, such as reading, thus recycle evolutionarily older circuits that originally evolved for different, but similar, functions (e.g., visual object recognition). The destructive-competition hypothesis predicts that this neuronal recycling has detrimental behavioral effects on the cognitive functions for which a cortical network originally evolved. In a study with 97 literate, low-literate, and illiterate participants from the same socioeconomic background, we found that even after adjusting for cognitive ability and test-taking familiarity, learning to read was associated with an increase, rather than a decrease, in object-recognition abilities. These results are incompatible with the claim that neuronal recycling results in destructive competition and are consistent with the possibility that learning to read instead fine-tunes general object-recognition mechanisms, a hypothesis that needs further neuroscientific investigation.

Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex-illiterate, and schooled literate adults.

Rapid automatized naming (RAN) of visual items is a powerful predictor of reading skills. However, the direction and locus of the association between RAN and reading is still largely unclear. Here, we investigated whether literacy acquisition directly bolsters RAN efficiency for objects, adopting a strong methodological design, by testing three groups of adults matched in age and socioeconomic variables, who differed only in literacy/schooling: unschooled illiterate and ex-illiterate, and schooled literate adults. To investigate in a fine-grained manner whether and how literacy facilitates lexical retrieval, we orthogonally manipulated the word-form frequency (high vs. low) and phonological neighborhood density (dense vs. spare) of the objects' names. We observed that literacy experience enhances the automaticity with which visual stimuli (e.g., objects) can be retrieved and named: relative to readers (ex-illiterate and literate), illiterate adults performed worse on RAN. Crucially, the group difference was exacerbated and significant only for those items that were of low frequency and from sparse neighborhoods. These results thus suggest that, regardless of schooling and age at which literacy was acquired, learning to read facilitates the access to and retrieval of phonological representations, especially of difficult lexical items.

Can structural priming answer the important questions about language?

Structural priming makes a valuable contribution to psycholinguistics, but it taps into implicit memory representations and processes that may differ from what is deployed during online language processing. As a result, the strength of inductive inference regarding linguistic representation is rather limited. We question whether implicit memory for language can and should be equated with linguistic representation or with language processing.

Predicting visual information during sentence processing: Toddlers activate an object's shape before it is mentioned.

We examined the contents of language-mediated prediction in toddlers by investigating the extent to which toddlers are sensitive to visual shape representations of upcoming words. Previous studies with adults suggest limits to the degree to which information about the visual form of a referent is predicted during language comprehension in low constraint sentences. Toddlers (30-month-olds) heard either contextually constraining sentences or contextually neutral sentences as they viewed images that were either identical or shape-related to the heard target label. We observed that toddlers activate shape information of upcoming linguistic input in contextually constraining semantic contexts; hearing a sentence context that was predictive of the target word activated perceptual information that subsequently influenced visual attention toward shape-related targets. Our findings suggest that visual shape is central to predictive language processing in toddlers.

Delayed Anticipatory Spoken Language Processing in Adults with Dyslexia­Evidence from Eye-tracking.

It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye-tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language-mediated eye gaze patterns. Eye movements of both adults with and without dyslexia closely replicated earlier research: spoken language is used to direct attention to relevant objects in the environment in a closely time-locked manner. In Experiment 2, participants received instructions (e.g., 'Kijk naar de(COM) afgebeelde piano(COM)', look at the displayed piano) while viewing four objects. Articles (Dutch 'het' or 'de') were gender marked such that the article agreed in gender only with the target, and thus, participants could use gender information from the article to predict the target object. The adults with dyslexia anticipated the target objects but much later than the controls. Moreover, participants' word reading scores correlated positively with their anticipatory eye movements. We conclude by discussing the mechanisms by which reading abilities may influence predictive language processing.

Literacy effects on language and vision: emergent effects from an amodal shared resource (ASR) computational model.

Learning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multimodal model of speech processing - the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained phonological representations in the model simulated the high/low literacy effects on phonological processing, suggesting that literacy has a focused effect in changing the grain-size of phonological mappings.

Word reading skill predicts anticipation of upcoming spoken language input: a study of children developing proficiency in reading.

Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words.

The Enhanced Literate Mind Hypothesis.

In the present paper, we describe the Enhanced Literate Mind (ELM) hypothesis. As individuals learn to read and write, they are, from then on, exposed to extensive written-language input and become literate. We propose that acquisition and proficient processing of written language ("literacy") leads to, both, increased language knowledge as well as enhanced language and nonlanguage (perceptual and cognitive) skills. We also suggest that all neurotypical native language users, including illiterate, low literate, and high literate individuals, share a Basic Language Cognition (BLC) in the domain of oral informal language. Finally, we discuss the possibility that the acquisition of ELM leads to some degree of "knowledge parallelism" between BLC and ELM in literate language users, which has implications for empirical research on individual and situational differences in spoken language processing.

Testing the involvement of low-level visual representations during spoken word processing with non-Western students and meditators practicing Sudarshan Kriya Yoga.

Previous studies, using the Continuous Flash Suppression (CFS) paradigm, observed that (Western) university students are better able to detect otherwise invisible pictures of objects when they are presented with the corresponding spoken word shortly before the picture appears. Here we attempted to replicate this effect with non-Western university students in Goa (India). A second aim was to explore the performance of (non-Western) meditators practicing Sudarshan Kriya Yoga in Goa in the same task. Some previous literature suggests that meditators may excel in some tasks that tap visual attention, for example by exercising better endogenous and exogenous control of visual awareness than non-meditators. The present study replicated the finding that congruent spoken cue words lead to significantly higher detection sensitivity than incongruent cue words in non-Western university students. Our exploratory meditator group also showed this detection effect but both frequentist and Bayesian analyses suggest that the practice of meditation did not modulate it. Overall, our results provide further support for the notion that spoken words can activate low-level category-specific visual features that boost the basic capacity to detect the presence of a visual stimulus that has those features. Further research is required to conclusively test whether meditation can modulate visual detection abilities in CFS and similar tasks.

Object shape and orientation do not routinely influence performance during language processing.

The role of visual representations during language processing remains unclear: They could be activated as a necessary part of the comprehension process, or they could be less crucial and influence performance in a task-dependent manner. In the present experiments, participants read sentences about an object. The sentences implied that the object had a specific shape or orientation. They then either named a picture of that object (Experiments 1 and 3) or decided whether the object had been mentioned in the sentence (Experiment 2). Orientation information did not reliably influence performance in any of the experiments. Shape representations influenced performance most strongly when participants were asked to compare a sentence with a picture or when they were explicitly asked to use mental imagery while reading the sentences. Thus, in contrast to previous claims, implied visual information often does not contribute substantially to the comprehension process during normal reading.

Towards a complete multiple-mechanism account of predictive language processing.

Although we agree with Pickering & Garrod (P&G) that prediction-by-simulation and prediction-by-association are important mechanisms of anticipatory language processing, this commentary suggests that they: (1) overlook other potential mechanisms that might underlie prediction in language processing, (2) overestimate the importance of prediction-by-association in early childhood, and (3) underestimate the complexity and significance of several factors that might mediate prediction during language processing.

The Myth of Normal Reading.

We argue that the educational and psychological sciences must embrace the diversity of reading rather than chase the phantom of normal reading behavior. We critically discuss the research practice of asking participants in experiments to read "normally." We then draw attention to the large cross-cultural and linguistic diversity around the world and consider the enormous diversity of reading situations and goals. Finally, we observe that people bring a huge diversity of brains and experiences to the reading task. This leads to four implications: First, there are important lessons for how to conduct psycholinguistic experiments; second, we need to move beyond Anglocentric reading research and produce models of reading that reflect the large cross-cultural diversity of languages and types of writing systems; third, we must acknowledge that there are multiple ways of reading and reasons for reading, and none of them is normal or better or a "gold standard"; and fourth, we must stop stigmatizing individuals who read differently and for different reasons, and there should be increased focus on teaching the ability to extract information relevant to the person's goals. What is important is not how well people decode written language and how fast people read but what people comprehend given their own stated goals.

Do autistic children differ in language-mediated prediction?

Prediction appears to be an important characteristic of the human mind. It has also been suggested that prediction is a core difference of autistic1 children. Past research exploring language-mediated anticipatory eye movements in autistic children, however, has been somewhat contradictory, with some studies finding normal anticipatory processing in autistic children with low levels of autistic traits but others observing weaker prediction effects in autistic children with less receptive language skills. Here we investigated language-mediated anticipatory eye movements in young children who differed in the severity of their level of autistic traits and were in professional institutional care in Hangzhou, China. We chose the same spoken sentences (translated into Mandarin Chinese) and visual stimuli as a previous study which observed robust prediction effects in young children (Mani & Huettig, 2012) and included a control group of typically-developing children. Typically developing but not autistic children showed robust prediction effects. Most interestingly, autistic children with lower communication, motor, and (adaptive) behavior scores exhibited both less predictive and non-predictive visual attention behavior. Our results raise the possibility that differences in language-mediated anticipatory eye movements in autistic children with higher levels of autistic traits may be differences in visual attention in disguise, a hypothesis that needs further investigation.

Anticipatory Processing in a Verb-Initial Mayan Language: Eye-Tracking Evidence During Sentence Comprehension in Tseltal.

We present a visual world eye-tracking study on Tseltal (a Mayan language) and investigate whether verbal information can be used to anticipate an upcoming referent. Basic word order in transitive sentences in Tseltal is Verb-Object-Subject (VOS). The verb is usually encountered first, making argument structure and syntactic information available at the outset, which should facilitate anticipation of the post-verbal arguments. Tseltal speakers listened to verb-initial sentences with either an object-predictive verb (e.g., "eat") or a general verb (e.g., "look for") (e.g., "Ya slo'/sle ta stukel on te kereme," Is eating/is looking (for) by himself the avocado the boy/ "The boy is eating/is looking (for) an avocado by himself") while seeing a visual display showing one potential referent (e.g., avocado) and three distractors (e.g., bag, toy car, coffee grinder). We manipulated verb type (predictive vs. general) and recorded participants' eye movements while they listened and inspected the visual scene. Participants' fixations to the target referent were analyzed using multilevel logistic regression models. Shortly after hearing the predictive verb, participants fixated the target object before it was mentioned. In contrast, when the verb was general, fixations to the target only started to increase once the object was heard. Our results suggest that Tseltal hearers pre-activate semantic features of the grammatical object prior to its linguistic expression. This provides evidence from a verb-initial language for online incremental semantic interpretation and anticipatory processing during language comprehension. These processes are comparable to the ones identified in subject-initial languages, which is consistent with the notion that different languages follow similar universal processing principles.

A literacy-related color-specific deficit in rapid automatized naming: Evidence from neurotypical completely illiterate and literate adults.

There is a robust positive relationship between reading skills and the time to name aloud an array of letters, digits, objects, or colors as quickly as possible. A convincing and complete explanation for the direction and locus of this association remains, however, elusive. In this study, we investigated rapid automatized naming (RAN) of everyday objects and basic color patches in neurotypical illiterate and literate adults. Literacy acquisition and education enhanced RAN performance for both conceptual categories but this advantage was much larger for (abstract) colors than everyday objects. This result suggests that (a) literacy/education may be causal for serial rapid naming ability of non-alphanumeric items and (b) differences in the lexical quality of conceptual representations can underlie the reading-related differential RAN performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Changing only the probability that spoken words will be distorted changes how they are recognized.

An eye-tracking experiment examined contextual flexibility in speech processing in response to distortions in spoken input. Dutch participants heard Dutch sentences containing critical words and saw four-picture displays. The name of one picture either had the same onset phonemes as the critical word or had a different first phoneme and rhymed. Participants fixated on onset-overlap more than rhyme-overlap pictures, but this tendency varied with speech quality. Relative to a baseline with noise-free sentences, participants looked less at onset-overlap and more at rhyme-overlap pictures when phonemes in the sentences (but not in the critical words) were replaced by noises like those heard on a badly tuned AM radio. The position of the noises (word-initial or word-medial) had no effect. Noises elsewhere in the sentences apparently made evidence about the critical word less reliable: Listeners became less confident of having heard the onset-overlap name but also less sure of having not heard the rhyme-overlap name. The same acoustic information has different effects on spoken-word recognition as the probability of distortion changes.

A parallel architecture perspective on pre-activation and prediction in language processing.

A recent trend in psycholinguistic research has been to posit prediction as an essential function of language processing. The present paper develops a linguistic perspective on viewing prediction in terms of pre-activation. We describe what predictions are and how they are produced. Our basic premises are that (a) no prediction can be made without knowledge to support it; and (b) it is therefore necessary to characterize the precise form of that knowledge, as revealed by a suitable theory of linguistic representations. We describe the Parallel Architecture (PA: Jackendoff, 2002; Jackendoff & Audring, 2020), which makes explicit our commitments about linguistic representations, and we develop an account of processing based on these representations. Crucial to our account is that what have been traditionally treated as derivational rules of grammar are formalized by the PA as lexical items, encoded in the same format as words. We then present a theory of prediction in these terms: linguistic input activates lexical items whose beginning (or incipit) corresponds to the input encountered so far; and prediction amounts to pre-activation of the as yet unheard parts of those lexical items (the remainder). Thus the generation of predictions is a natural byproduct of processing linguistic representations. We conclude that the PA perspective on pre-activation provides a plausible account of prediction in language processing that bridges linguistic and psycholinguistic theorizing.

Is the Mind Inherently Predicting? Exploring Forward and Backward Looking in Language Processing.

Prediction is one characteristic of the human mind. But what does it mean to say the mind is a "prediction machine" and inherently forward looking as is frequently claimed? In natural languages, many contexts are not easily predictable in a forward fashion. In English, for example, many frequent verbs do not carry unique meaning on their own but instead, rely on another word or words that follow them to become meaningful. Upon reading take a the processor often cannot easily predict walk as the next word. But the system can "look back" and integrate walk more easily when it follows take a (e.g., as opposed to *make|get|have a walk). In the present paper, we provide further evidence for the importance of both forward and backward-looking in language processing. In two self-paced reading tasks and an eye-tracking reading task, we found evidence that adult English native speakers' sensitivity to word forward and backward conditional probability significantly predicted reading times over and above psycholinguistic predictors of reading latencies. We conclude that both forward and backward-looking (prediction and integration) appear to be important characteristics of language processing. Our results thus suggest that it makes just as much sense to call the mind an "integration machine" which is inherently backward 'looking.'