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El Acceso a Las Representaciones Abstractas Durante El Reconocimiento Visual 3 De Palabras Y La Lectura

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El Acceso a Las Representaciones Abstractas Durante El Reconocimiento Visual 3 De Palabras Y La Lectura El acceso a las representaciones abstractas durante el reconocimiento visual de palabras y la lectura Facultad de Psicología Programa de Doctorado en Lectura y Comprensión Tesis Doctoral Valencia, Julio 2018 Presentada por: Ana Marcet Herranz Dirigida por: Manuel Perea Lara 2 Ana Marcet Herranz ÍNDICE 1. INTRODUCCIÓN ................................................................................................................. 11 2. OBJETIVOS GENERALES DE LA INVESTIGACIÓN ................................................................... 15 3. INTRODUCCIÓN A LAS PUBLICACIONES .............................................................................. 17 3.1 Lectura y poblaciones especiales (colectivos con diversidad funcional) ........................................... 17 3.2 Similitud visual y entradas léxicas abstractas .................................................................................... 18 3.3 Aplicaciones prácticas: Educación y marketing .................................................................................. 21 4. PUBLICACIONES ................................................................................................................. 23 4.1 Why braille reading is important and how to study it ....................................................................... 23 4.2 Buscando las claves de la lectura en personas sordas ....................................................................... 33 4.3 Is nevtral NEUTRAL? Visual similarity effects in the early phases of written-word recognition ....... 39 4.4 Tracking the time course of letter visual-similarity effects during word recognition: A masked priming ERP investigation ........................................................................................................................ 51 4.5 Visual letter similarity effects during sentence reading: Evidence from the boundary technique ... 87 4.6 Can I order a burger at rnacdonalds.com? Visual similarity effects of multi-letter combinations at the early stages of word recognition ..................................................................................................... 115 4.7 Are you taking the fastest route to the RESTAURANT? The role of the usual letter-case configuration of words in lexical decision .............................................................................................. 133 4.8 Can letter position encoding be modified by visual perceptual elements? ..................................... 147 4.9 ¿Pueden los juegos mejorar la habilidad lectora? ........................................................................... 167 4.10 ¿Comprarías ropa de DOLCE & BANANA? Similitud visual y percepción de marcas ..................... 173 5. CONCLUSIONES ................................................................................................................ 179 5.1 Efectos de similitud visual ................................................................................................................ 179 5.2 Repercusión para los modelos teóricos de identificación de palabras y lectura ............................. 184 5.3 Aplicaciones prácticas ...................................................................................................................... 185 6. REFERENCIAS ................................................................................................................... 189 El acceso a las representaciones abstractas durante el reconocimiento visual 3 de palabras y la lectura 4 Ana Marcet Herranz Listado de publicaciones presentadas en esta tesis doctoral e índices de calidad del año 2017 en Scopus, JCR y Latindex Marcet, A., Jiménez, M. y Perea, M. (2016). Why braille reading is important and how to study it. Culture and Education, 28, 811–825. doi:10.1080/11356405.2016.1230295 (Scopus: Q1 [Cultural Studies]; JCR: Factor de impacto 0.719) Marcet, A., Vergara-Martínez, M. y Perea, M. (2016). Buscando las claves de la lectura en personas sordas. Ciencia Cognitiva, 10:2, 36–39. (Índice Latindex = 33) Marcet, A. y Perea, M. (2017). Is nevtral NEUTRAL? Visual similarity effects in the early phases of written-word recognition. Psychonomic Bulletin and Review, 24, 1180– 1185. doi:10.3758/s13423-016-1180-9 (Scopus: Q1 [Experimental and Cognitive Psychology]; JCR: Factor de impacto 3.092) Gutiérrez-Sigut, E., Marcet*, A. y Perea, M. (2018). Tracking the time course of letter visual-similarity effects during word recognition: A masked priming ERP investigation. Bajo revision en la revista Cognitive, Affective, and Behavioral Neuroscience. (Scopus: Q1 [Cognitive Neuroscience]; JCR: Factor de impacto 2.565) *Igual contribución de los tres autores, como se indica en el artículo. Marcet, A. y Perea, M. (2018b). Visual letter similarity effects during sentence reading: Evidence from the boundary technique Bajo revision en la revista Acta Psychologica. (Scopus: Q1 [Developmental and Educational Psychology]; JCR: Factor de impacto 1.862) Marcet, A. y Perea, M. (2018a). Can I order a burger at rnacdonalds.com? Visual similarity effects of multi-letter combinations at the early stages of word recognition. Journal of Experimental Psychology: Learning, Memory, & Cognition, 44, 699–706. doi:10.1037/xlm0000477 (Scopus: Q1 [Experimental and Cognitive Psychology]; JCR: Factor de impacto 2.319) El acceso a las representaciones abstractas durante el reconocimiento visual 5 de palabras y la lectura Perea, M., Marcet*, A. y Vergara-Martínez, M. (2018). Are you taking the fastest route to the RESTAURANT? The role of the usual letter-case configuration of words in lexical decision. Experimental Psychology, 65, 98–104. doi:10.1027/1618- 3169/a000391 (Scopus: Q2 [Experimental and Cognitive Psychology]; JCR: Factor de impacto 1.206) *Igual contribución de los tres autores, como se indica en el artículo. Marcet, A., Perea, M., Baciero, A. y Gomez, A. (2018). Can letter position encoding be modified by visual perceptual elements? Quarterly Journal of Experimental Psychology. doi: 10.1177/1747021818789876 (Scopus: Q1 [Psychology (Miscelaneous]; JCR: Factor de impacto 2.129) Marcet, A. y Perea, M. (2017). ¿Pueden los juegos mejorar la habilidad lectora? Ciencia Cognitiva, 11, 26–29. (Índice Latindex = 33) Marcet, A. y Perea, M. (2017). ¿Comprarías ropa de DOLCE & BANANA? Similitud visual y percepción de marcas. Ciencia Cognitiva, 11:3, 67–70. (Índice Latindex = 33) 6 Ana Marcet Herranz El Dr. Manuel Perea Lara, Catedrático de Universidad de la Universitat de València, DECLARA: Que el trabajo titulado El acceso a las representaciones abstractas durante el reconocimiento visual de palabras y la lectura, que presenta Ana Marcet Herranz para la obtención del título de doctora, se ha realizado bajo mi dirección y tutoría cumple todos los requisitos para poder optar a su lectura como Tesis Doctoral en la Universitat de València. Y para que así conste y tenga los efectos oportunos, firmo el presente documento. Manuel Perea Valencia, 16 de julio de 2018 El acceso a las representaciones abstractas durante el reconocimiento visual 7 de palabras y la lectura 8 Ana Marcet Herranz Para la realización de la Tesis Doctoral, la investigadora Ana Marcet Herranz ha disfrutado de: Una ayuda para contratos predoctorales para la formación de doctores contemplada en el Subprograma Estatal de Formación, del Programa Estatal de Promoción del Talento y su Empleabilidad, en el marco del Plan Estatal de Investigación Científica y Técnica e Innovación (BES-2015-07414). En este periodo y para difundir el trabajo de investigación recogido en esta Tesis Doctoral, la investigadora Ana Marcet Herranz ha obtenido: Una beca de la Psychonomic Society (Graduate Student Travel Award) en el año 2016. Una Beca de la Sociedad Experimental de Psicología Experimental (SEPEX) para la Difusión de Trabajos de Investigación. Convocatoria 2017-2018. El acceso a las representaciones abstractas durante el reconocimiento visual 9 de palabras y la lectura 10 Ana Marcet Herranz 1. INTRODUCCIÓN Según la vigesimotercera edición del Diccionario de la Lengua Española (Real Academia Española, 2014), leer es “pasar la vista por lo escrito o impreso comprendiendo la significación de los caracteres empleados” (p. 1321). A pesar de la aparente sencillez de la definición anterior, sabemos que la lectura implica procesos cognitivos muy complejos que requieren, a diferencia del lenguaje hablado, una instrucción específica para su adquisición. Tradicionalmente la lectura se entendía como un proceso ascendente centrado principalmente en la descodificación de las letras que conforman las palabras (Orton, 1937). Pero desde los años 70 la psicolingüística ha puesto de manifiesto la importancia de los conocimientos previos del lector para la correcta comprensión del texto. Es decir, la lectura ya no se entiende como un proceso meramente perceptivo abajo-arriba, sino que se considera un proceso activo en el cual se requieren experiencias previas que, a partir de la información del texto, permitan construir nuevos conocimientos (Carreiras, 1997; Solé, 1987). Pero, ¿por qué es importante aprender a leer? Desde un punto de vista educativo, leer nos acerca al conocimiento, a través de la lectura podemos aprender conceptos nuevos y descubrir campos de sabiduría sin la necesidad de tener a un experto a nuestro lado. En un contexto social la lectura nos acerca a los demás, nos permite comunicarnos sin estar cerca ni utilizar la voz, entender el mundo que nos rodea, nos sirve para guiarnos, saber dónde nos encontramos y
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