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Sound-symbolism is disrupted in dyslexia: Implications for the role of cross-modal abstraction processes

MPS-Authors

Drijvers,  Linda
Donders Institute for Brain, Cognition and Behaviour;
Center for Language Studies , External Organizations;
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society;

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Dingemanse,  Mark
Language and Cognition Department, MPI for Psycholinguistics, Max Planck Society;

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Drijvers, L., Zaadnoordijk, L., & Dingemanse, M. (2015). Sound-symbolism is disrupted in dyslexia: Implications for the role of cross-modal abstraction processes. In D. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, et al. (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (CogSci 2015) (pp. 602-607). Austin, Tx: Cognitive Science Society.


Cite as: http://hdl.handle.net/11858/00-001M-0000-0026-CC1E-E
Abstract
Research into sound-symbolism has shown that people can consistently associate certain pseudo-words with certain referents; for instance, pseudo-words with rounded vowels and sonorant consonants are linked to round shapes, while pseudowords with unrounded vowels and obstruents (with a noncontinuous airflow), are associated with sharp shapes. Such sound-symbolic associations have been proposed to arise from cross-modal abstraction processes. Here we assess the link between sound-symbolism and cross-modal abstraction by testing dyslexic individuals’ ability to make sound-symbolic associations. Dyslexic individuals are known to have deficiencies in cross-modal processing. We find that dyslexic individuals are impaired in their ability to make sound-symbolic associations relative to the controls. Our results shed light on the cognitive underpinnings of sound-symbolism by providing novel evidence for the role —and disruptability— of cross-modal abstraction processes in sound-symbolic eects.