Learning to read : effects of memory consolidation on orthographic and lexical learning
In recent years the role of offline consolidation in supporting word learning has attracted great interest and has provided valuable insight into how novel spoken and written words are learned. Relatively little attention has focused on whether offline consolidation supports the learning and generalisation of novel orthographic knowledge. Meanwhile, laboratory-based approaches have proven valuable in overcoming the methodological challenges of studying reading acquisition, i.e. learning letter-sound knowledge. This thesis combines laboratory-based orthographic learning with an overnight consolidation framework to track the effects of sleep on learning novel letters and novel written words in six experiments. Experiment 1 validated the artificial orthography paradigm by using fMRI to show the novel orthography activated similar neural regions to pseudowords written in familiar orthography. Comparing recently learned words and objects additionally highlighted the componential and holistic processes that distinguish reading from object naming. Experiments 2, 3, and 4 investigated whether overnight consolidation had contrasting effects on learning novel letters and learning novel written words. All three studies
Quinn, Connor
reading ; orthographic ; consolidation ; neuroscience ; lexical ; learning ; education
Learning to read : effects of memory consolidation on orthographic and lexical learning. In recent years the role of offline consolidation in supporting word learning has attracted great interest and has provided valuable insight into how novel spoken and written words are learned. Relatively little attention has focused on whether offline consolidation supports the learning and generalisation of novel orthographic knowledge. Meanwhile, laboratory-based approaches have proven valuable in overcoming the methodological challenges of studying reading acquisition, i.e. learning letter-sound knowledge. This thesis combines laboratory-based orthographic learning with an overnight consolidation framework to track the effects of sleep on learning novel letters and novel written words in six experiments. Experiment 1 validated the artificial orthography paradigm by using fMRI to show the novel orthography activated similar neural regions to pseudowords written in familiar orthography. Comparing recently learned words and objects additionally highlighted the componential and holistic processes that distinguish reading from object naming. Experiments 2, 3, and 4 investigated whether overnight consolidation had contrasting effects on learning novel letters and learning novel written words. All three studies
learning read effect memory consolidation orthographic lexical learning role offline consolidation support word learning attract great interest provide_valuable insight novel speak_write word learn relatively_little attention_focus whether offline consolidation support learn generalisation novel orthographic knowledge meanwhile laboratory based_approach proven valuable overcome methodological challenge study reading acquisition learn letter sound knowledge combine laboratory based orthographic learn consolidation framework track effect learn novel letter novel write_word experiment artificial orthography paradigm use show novel orthography activate similar neural region write familiar orthography comparing recently learn word object additionally highlight componential holistic process distinguish reading object naming investigate_whether consolidation contrast effect learn novel letter learn novel write_word study