par Fernandes, Tania 
;Leite, Isabel ;Kolinsky, Régine
Référence Child development, 87, 6, page (2008-2025)
Publication Publié, 2016
;Leite, Isabel ;Kolinsky, Régine Référence Child development, 87, 6, page (2008-2025)
Publication Publié, 2016
Article révisé par les pairs
| Résumé : | At what point in reading development does literacy impact object recognition and orientation processing? Is itspecific to mirror images? To answer these questions, forty-six 5- to 7-year-old preschoolers and first gradersperformed two same–different tasks differing in the matching criterion-orientation-based versus shape-based(orientation independent)-on geometric shapes and letters. On orientation-based judgments, first graders outperformedpreschoolers who had the strongest difficulty with mirrored pairs. On shape-based judgments, firstgraders were slower for mirrored than identical pairs, and even slower than preschoolers. This mirror costemerged with letter knowledge. Only first graders presented worse shape-based judgments for mirrored androtated pairs of reversible (e.g., b-d; b-q) than nonreversible (e.g., e-ә) letters, indicating readers’ difficulty inignoring orientation contrasts relevant to letters. |
