Lateralization effects in reading pointed and unpointed Hebrew

Bibliographic Data

ID9620216
AuthorsAsher Koriat (0000-0001-6782-3640, corresponding author)
Year1985
Volume76
Issue2
Pages161-173
Publication date1985-05-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Psychology (JOURNAL)
Journal identifiersISSN: 0007-1269 • E-ISSN: 2044-8295
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8295.1985.tb01939.x
PMID4027485
OpenAlexW2070314026
LanguageEN
Citations received2
References cited2

Hebrew has two forms of spelling, pointed and unpointed. In the pointed spelling, diacritical signs (pointing) are added to consonantal letters to convey vowel information. These are omitted in the unpointed spelling. Since pointing conveys information that is critical for the prelexical derivation of phonology, it was hypothesized that its absence would prove detrimental for left hemisphere (LH) but not for right hemisphere (RH) reading and that, for the former, pointing effects would increase with increasing word length. Three experiments, one involving lexical decision and two involving word pronunciation, yielded little support for these hypotheses; rather, pointing had an overall adverse effect on performance, and this effect tended to be more pronounced for LH reading. In general, however, the results indicated an LH advantage. Since for central vision pointing has been found to aid performance under similar conditions, the results were seen to suggest a distinction between the visual and the phonological effects of pointing: pointing may impair early stages of visual analysis but may aid in the derivation of speech codes

Cognitive psychology · Hebrew · Lateralization of brain function · Linguistics · Orthography · Phonetics · Phonology · Pronunciation · Reading (process) · Spelling · Vowel · Hearing Impairment and Communication · Multisensory perception and integration · Psychology · Reading and Literacy Development

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