Acceso usuarios
Athanassios Protopapas, Katerina Katopodi, Angeliki Altani, Iliana Kolotoura, Laoura Ziaka, George K. Georgiou
We present a framework for conceptualizing and analyzing responses to serial naming (rapid automatized naming) tasks, in which participants sequentially name stimuli presented simultaneously in an array. We aim to understand how these tasks are processed and why they are associated with reading skills. We analyzed responses by 298 Greek children in Grades 1, 3, and 5 to serial and discrete naming of digits, dice, objects, number words, and words. We measured the durations of silent and speech intervals in each task and grade and tested predictions about their relations based on a hypothesis of two overlapping processing stages. We found that articulation times were longer in the serial tasks, modulated by task demands. Total times were faster for serial than for discrete tasks, and their differences (serial advantage) were increasingly associated with the duration of speech intervals, consistent with efficient scheduling. Serial naming rate approached or exceeded the limits imposed by processing time, consistent with increasing processing overlap. These patterns were primarily observed for digits, number words, and—to some extent—dice, after Grade 1. Object naming seemed to pose different cognitive demands, stably across grades. Word reading exhibited the greatest differences between grades, consistent with rapid development of automaticity. We interpret the findings within a cascaded processing framework, in which performance is determined by the efficiency of cognitive scheduling of successive operations, constrained by susceptibility to interference from adjacent items. We propose that reading fluency is predicted by serial naming because it is also governed by the same scheduling constraints. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
