Learning to read transforms phonological into phonographic representations.

ABSTRACT: Learning to read changes the nature of speech representations. One possible change consists in transforming phonological representations into phonographic ones. However, evidence for such transformation remains surprisingly scarce. Here, we used a novel word learning paradigm to address this issue. During the learning phase, participants learned unknown words in both spoken and written forms. Following this phase, the impact of spelling knowledge on the auditory perception of the novel words was assessed at two time points through an unattended oddball paradigm, while the Mismatch Negativity component was measured by high density EEG. Immediately after the learning phase, no influence of spelling knowledge on the perception of the spoken input was found. Interestingly, one week later, this

SUBMITTER: Pattamadilok C 

PROVIDER: S-EPMC11825875 | biostudies-literature | 2025 Feb

REPOSITORIES: biostudies-literature