par Leybaert, Jacqueline ;Alegria Iscoa, Jesus
Référence British journal of developmental psychology, 11, 1, page (1-29)
Publication Publié, 1993-03
Article révisé par les pairs
Résumé : Processes underlying reading in profoundly congenitally deaf children were investigated in three experiments using the Stroop paradigm, where subjects were required to respond to coloured letter strings displayed on a video-monitor. Each experiment examined two response measures: A manual one where subjects pressed the button corresponding to the appropriate colour, and a colour-naming task. Unpronounceable letter strings, pronounceable non-words, colour related and unrelated words were displayed as well as colour words. In both deaf and hearing children of similar reading skill the pattern was very similar. Colour words generated most interference in the vocal, least in the manual task, suggesting automatic access to word meaning (the manual task) and, additionally, to word pronunciation (the vocal task). In a second experiment, where unique letter strings were presented in different colours, the same general pattern was observed: These results are not limited to repeated associative pairings of colours and their names, suggesting that the deaf, like hearing children, have automatic access to word pronunciations in reading. In a third experiment, non-words that were homophones of incongruent colour words also produced interference with output forms for pronounceable letter strings. Taken together, these results indicate that access to orthographic, semantic and even phonological information can occur automatically when deaf children are presented with written words.