Johannes C Ziegler

Johannes C Ziegler
Aix-Marseille Université | AMU · Laboratoire de Psychologie Cognitive (UMR 7290 LPC)

Cognitive Neuroscience

About

216
Publications
110,468
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Introduction
Skills and Expertise

Publications

Publications (216)
Article
Full-text available
The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skille...
Article
Full-text available
The present study used a variant of masked priming to track the development of 2 marker effects of orthographic and phonological processing from Grade 1 through Grade 5 in a cross-sectional study. Pseudohomophone (PsH) priming served as a marker for phonological processing, whereas transposed-letter (TL) priming was a marker for coarse-grained orth...
Article
Full-text available
Skilled readers use information about which letters are where in a word (orthographic information) in order to access the sounds and meanings of printed words. We asked whether efficient processing of orthographic information could be achieved in the absence of prior language knowledge. To do so, we trained baboons to discriminate English words fro...
Poster
Full-text available
The predictive brain has become a key concept in language research. A growing number of studies used statistical learning (SL) paradigms to investigate whether they would predict interindividual differences in language processing. One key question is whether prediction in language processing relies on the “domain-general process” of statistical lea...
Preprint
Full-text available
How do people grasp the abstract concept of time? It has been argued that abstract concepts, such as future and past, are grounded in sensory-motor experience. When responses to words that refer to the past or the future are either spatially compatible or incompatible with a left-to-right timeline, a space-time congruency effect is observed. In the...
Article
Full-text available
Reading comprehension and fluency are crucial for successful academic learning and achievement. Yet, a rather large percentage of children still have enormous difficulties in understanding a written text at the end of primary school. In this context, the aim of our study was to investigate whether text simplification, a process of reducing text com...
Preprint
When people make lexical decisions to words referring to the past or the future, they are faster when their manual responses are compatible with the mental timeline (MTL). That is, future words are responded to faster on the right than the left, while past words are responded to faster on the left than the right. This space-time congruency effect i...
Article
Full-text available
The present study used steady-state visual evoked potentials (SSVEPs) to examine the spatio-temporal dynamics of reading morphologically complex words and test the neurophysiological activation pattern elicited by stems and suffixes. Three different types of target words were presented to proficient readers in a delayed naming task: truly suffixed...
Article
Full-text available
It has been reported that speakers of Danish understand more Swedish than vice versa. One reason for this asymmetry might be that spoken Swedish is closer to written Danish than vice versa. We hypothesise that literate speakers of Danish use their orthographic knowledge of Danish to decode spoken Swedish. To test this hypothesis, first-language (L1...
Article
Full-text available
Here we provide a proof-of-concept for the use of virtual reality (VR) goggles to assess reading behavior in beginning readers. Children performed a VR version of a lexical decision task that allowed us to record eye-movements. External validity was assessed by comparing the VR measures (lexical decision RT and accuracy, gaze durations and refixati...
Article
Full-text available
The main objective of this longitudinal study was to investigate the neural predictors of reading acquisition. For this purpose, we followed a sample of 54 children from the end of kindergarten to the end of second grade. Preliterate children were tested for visual symbol (checkerboards, houses, faces, written words) and auditory lan- guage process...
Article
Full-text available
The processing of time activates a spatial left-to-right mental timeline, where past events are "located" to the left and future events to the right. If past and future words activate this mental timeline, then the processing of such words should interfere with hand movements that go in the opposite direction. To test this hypothesis, we conducted...
Article
Empirical evidence from masked priming research shows that skilled readers can rapidly identify morphological structure in written language. However, comparatively little is known about how and when this skill is acquired in children. The current work investigated the developmental trajectory of morphological processing in a 2-year longitudinal stu...
Article
Full-text available
How do children learn to read? How do deficits in various components of the reading network affect learning outcomes? How does remediating one or several components change reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a developmentally plausible computational model of readi...
Conference Paper
Full-text available
In this paper, we present a new parallel corpus addressed to researchers, teachers, and speech therapists interested in text simplification as a means of alleviating difficulties in children learning to read. The corpus is composed of excerpts drawn from 79 authentic literary (tales, stories) and scientific (documentary) texts commonly used in Fren...
Article
The present study examined cross-linguistic differences in morphological processing in the visual and auditory modality. French and German adults performed a visual and auditory lexical decision task that involved the same translation-equivalent items. The focus of the study was on nonwords, which were constructed in a way that made it possible to...
Article
Full-text available
The present study examined cross-linguistic differences in morphological processing in the visual and auditory modality. French and German adults performed a visual and auditory lexical decision task that involved the same translation-equivalent items. The focus of the study was on nonwords, which were constructed in a way that made it possible to...
Article
Full-text available
The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in term...
Chapter
Developmental Dyslexia across Languages and Writing Systems - edited by Ludo Verhoeven October 2019
Chapter
Full-text available
La compréhension en lecture s’explique essentiellement par deux capacités indépendantes: la compréhension du langage oral et le décodage des mots écrits. Au début de l’apprentissage, dans toutes les langues ayant une écriture alphabétique, la reconnaissance des mots écrits repose sur le décodage. Pour cela, l’enfant doit apprendre de façon explicit...
Article
Full-text available
The processing of syllables in visual word recognition was investigated using a novel paradigm based on steady-state visual evoked potentials (SSVEPs). French words were presented to proficient readers in a delayed naming task. Words were split into two segments, the first of which was flickered at 18.75 Hz and the second at 25 Hz. The first segmen...
Article
Full-text available
Keywords: SSVEP Visual word recognition Lexical effect Frequency effect Neuroimaging A B S T R A C T The present study explored the possibility to use Steady-State Visual Evoked Potentials (SSVEPs) as a tool to investigate the core mechanisms in visual word recognition. In particular, we investigated three benchmark effects of reading aloud: lexica...
Data
PerrySupplementalMaterial – Supplemental material for Understanding Dyslexia Through Personalized Large-Scale Computational Models
Article
Full-text available
Learning to read is foundational for literacy development, yet many children in primary school fail to become efficient readers despite normal intelligence and schooling. This condition, referred to as developmental dyslexia, has been hypothesized to occur because of deficits in vision, attention, auditory and temporal processes, and phonology and...
Article
The time-course of morphological processing during spoken word recognition was investigated using event-related brain potentials (ERPs) in an auditory lexical decision task. We compared three different types of French words: truly suffixed (e.g., pochette ‘little pocket’ = poche ‘pocket’ + diminutive suffix -ette), pseudo-suffixed (e.g., mouette 's...
Article
Full-text available
The present study investigated whether children with developmental dyslexia showed specific deficits in the perception of three phonetic features (voicing, place, and manner of articulation) in optimal (silence) and degraded listening conditions (envelope-coded speech versus noise), using both standard behavioral and electrophysiological measures....
Article
Full-text available
How do we understand the emotional content of written words? Here, we investigate the hypothesis that written words that carry emotions are processed through phylogenetically ancient neural circuits that are involved in the processing of the very same emotions in nonlanguage contexts. This hypothesis was tested with respect to disgust. In an fMRI e...
Article
Full-text available
Recent evidence from visual word recognition points to the important role of embedded words, suggesting that embedded words are activated independently of whether they are accompanied by an affix or a non-affix. The goal of the present research was to more closely examine the mechanisms involved in embedded word activation, particularly with respec...
Article
Les enquêtes récentes suggèrent que 40% d’élèves français rentrent en collège avec des lacunes importantes en compréhension d’un texte écrit, qu’il soit littéraire ou scientifique. La simplification de textes est un moyen pour rendre un texte plus accessible pour un public donné. Depuis toujours, la simplification de textes a intéressé les professi...
Article
Full-text available
Recent evaluations suggest that 40% of French pupils enter secondary school with major difficulties in comprehending a written text, whether literary or scientific. Text simplification is a way to make a text more accessible to a given audience. This operation has been of interest to education professionals (teachers, editors) for a long time, but...
Article
Reading is the backbone of all learning. However, recent OECD studies show that 40.5% of french 15-year-olds do not have age-appropriate reading skills. As many as 21.5% even have significant difficulties. The differences in performance between the best and the worst performers are steadily increasing, at least in France. Faced with this problem, d...
Article
This article summarizes the main research on cross-linguistic differences in the field of reading development. This research is at the origin of a universal theory of normal and impaired reading development and questions the narrow “Anglocentric” vision of reading. We present some of the findings that validated this theory in children, adults and b...
Article
Full-text available
This article summarizes the main research on cross-linguistic differences in the field of reading development. This research is at the origin of a universal theory of normal and impaired reading development and questions the narrow “Anglocentric” vision of reading. We present some of the findings that validated this theory in children, adults and b...
Article
Full-text available
Reading is the backbone of all learning. However, recent OECD studies show that 40.5% of french 15-year-olds do not have age-appropriate reading skills. As many as 21.5% even have significant difficulties. The differences in performance between the best and the worst performers are steadily increasing, at least in France. Faced with this problem, d...
Article
Full-text available
In the present article, I question the claim that a literacy bias is responsible for the fact that major theoreticians underestimated or ignored the role of literacy in spoken language. Instead, I argue that the strongly modular, localist and symbolic information-processing approach to cognition that has dominated psychological science throughout t...
Article
Full-text available
Reading is not only one of the most appreciated leisure activities of the elderly but it clearly helps older people to maintain functional independence, which has a significant impact on life quality. Yet, very little is known about how aging affects the neural circuits of the processes that underlie skilled reading. Therefore, the aim of the prese...
Article
Full-text available
The systematic teaching of spelling-to-sound relations (decoding) is necessary for learning to read. Digital tools such as GraphoGame, a Finnish audio-visual reading game, can facilitate the initiation and automatization of the decoding process. This article presents a French adaptation of GraphoGame for smartphones and tablets. This adaptation imp...
Article
Full-text available
The reading system can be broken down into four basic subcomponents in charge of prelexical, orthographic, phonological, and lexico-semantic processes. These processes need to jointly work together to become a fluent and efficient reader. Using functional magnetic resonance imaging (fMRI), we systematically analyzed differ- ences in neural activati...
Article
Full-text available
The reading system can be broken down into four basic subcomponents in charge of prelexical, orthographic, phonological, and lexico-semantic processes. These processes need to jointly work together to become a fluent and efficient reader. Using functional magnetic resonance imaging (fMRI), we systematically analyzed differences in neural activation...
Article
Full-text available
Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained a...
Article
Full-text available
Reading involves activation of phonological and semantic knowledge. Yet, the automaticity of the activation of these representations remains subject to debate. The present study addressed this issue by examining how different brain areas involved in language processing responded to a manipulation of bottom-up (level of visibility) and top-down info...
Article
Temporal processing in French children with dyslexia was evaluated in three tasks: a word identification task requiring implicit temporal processing, and two explicit temporal bisection tasks, one in the auditory and one in the visual modality. Normally developing children matched on chronological age and reading level served as a control group. Ch...
Article
Full-text available
Un enseignement systématique des relations grapho-phonologiques (le décodage) est nécessaire pour apprendre à lire. Des outils numériques, tel que GraphoGame, un logiciel audio-visuel finlandais, peuvent faciliter la mise en place, et l’automatisation du décodage. L’article présente une adaptation en français de GraphoGame sur tablette qui tient co...
Article
Skilled adult readers identify the first letter in a string of random consonants better than letters at any other position, and this advantage for the initial position is not seen with strings of symbols or familiar shapes. Here we examined the developmental trajectory of this first-letter advantage by testing children in Grades 1 to 5 of primary e...
Article
Full-text available
Reading is one of the most popular leisure activities and it is routinely performed by most individuals even in old age. Successful reading enables older people to master and actively participate in everyday life and maintain functional independence. Yet, reading comprises a multitude of subprocesses and it is undoubtedly one of the most complex ac...
Conference Paper
Full-text available
Lexical complexity plays a central role in readability, particularly for dyslexic children and poor readers because of their slow and laborious decoding and word recognition skills. Although some features to aid readability may be common to many languages (e.g., the majority of ’easy’ words are of low frequency), we believe that lexical complexity...
Article
Full-text available
In this study, we concurrently investigated 3 possible causes of dyslexia—a phonological deficit, visual stress, and a reduced visual attention span—in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of response a...
Article
Full-text available
The spatiotemporal dynamics of morphological, orthographic, and semantic processing were investigated in a primed lexical decision task in French using magnetoencephalography (MEG). The goal was to investigate orthographic and semantic contributions to morphological priming and compare these effects with pure orthographic and semantic priming. The...
Article
Full-text available
Typing is becoming our preferred way of writing. Perhaps because of the relative recency of this change, very few studies have investigated typing from a psycholinguistic perspective. In addition, and despite obvious similarities between typing and handwriting, typing research has remained rather disconnected from handwriting research. The current...
Article
Different fields of research within the cognitive sciences have investigated basic processes in reading, but progress has been hampered by limited cross-fertilization. We propose a theoretical framework aimed at facilitating integration of findings obtained via these different approaches with respect to the impact of visual factors on reading. We d...
Article
Together with eye movement control, visual word recognition is the fundamental process underlying reading performance, but while the former is natural and basically innate, word recognition is highly artificial and usually takes years to learn. Neurocognitive psychologist use a variety of methods and models to investigate how humans (learn to) perf...
Article
Full-text available
Masked priming studies have repeatedly provided evidence for a form-based morpho-orthographic segmentation mechanism that blindly decomposes any word with the mere appearance of morphological complexity (e.g., corn + er). This account has been called into question by Baayen et al. Psychological Review, 118, 438-482 (2011), who pointed out that the...
Research
Full-text available
Preliminary work on text simplification for children with dyslexia and poor readers. Poster at Brain and Language Research Institute Workshop (2015).
Article
Full-text available
A letter-search task was used to test the hypothesis that affixes are chunked during morphological processing and that such chunking might operate differently for prefixes and suffixes. Participants had to detect a letter target that was embedded either in a prefix or suffix (e.g., ‘R’ in propoint or filmure) or in a non-prefix beginning or non-suf...