Exam 10: Schooling: Reading and Number

The symbolic ___ effect describes the effect that adults are slower and less accurate with deciding whether a numeral is larger or smaller than 5 if the number is close to 5, and faster at deciding if the number is far from 5.

Saxe has proposed that the developmental shift from "prequantitative" counting to "quantitative" counting is mediated by the acquisition of an understanding of one-to-one ___

According to Weber's law, the threshold of stimulus discrimination increases with stimulus intensity. This means that our ability to make physical discriminations is ___ sensitive.

"___ effects are effects due simply to participating in an intervention, arising from generalized motivational and self-esteem effects.

When learning English or other languages, children usually become aware of ___ onsets, and rimes before learning to read.

___ is the fast enumeration of the numerosity of very small sets.

Across language, the neural networks for language and reading appear to be ___ lateralized.

___ are similar but non-identical sounds that the brain groups together as sounding the same.

Prosodic cues (changes in pitch, duration, and stress) carry information about word ___ and the ordering of sounds in words.

Languages differ in the units of sound that are represented by print, this is a difference in psycholinguistic "___ size".

"___ transparency" refers to the consistency in a language's spelling-sound correspondence.

___ awareness refers to the ability to detect and manipulate the component sounds that comprise words, at different grain sizes.

The concept of a phoneme is an ___ from the physical stimulus.

In Dehaene's "___ code" model, the three codes proposed are a visual code, a linguistic code, and a general number sense.

The principle of ___ describes the fact that numbers come in an ordered scale of magnitude.

Shaywitz et al.'s (2002) study found that English children with developmental dyslexia showed ___ in the core brain areas for reading.

Beginning readers across languages are faced with three problems. These are ___, consistency, and the granularity of symbol-to-sound mappings.

Children with developmental dyslexia typically experience difficulties with tasks testing phonological awareness tasks, phonological short-term memory or rapid ___ naming.

The principle of ___ describes the fact that all sets with the same number are qualitatively equivalent.

Children who are relying on grapheme-phoneme recoding strategies generally display the ___ effect and skilled nonword reading.