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

Drijvers, Linda; Zaadnoordijk, Lorijn; Dingemanse, Mark

Item

ITEM ACTIONSEXPORT

Add to Basket

Local TagsRelease HistoryDetailsSummary

Released

Conference Paper

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;

/persons/resource/persons42

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

External Resource

No external resources are shared

Fulltext (restricted access)

There are currently no full texts shared for your IP range.

Fulltext (public)

Drijvers et al_2015_Sound-symbolism is disrupted in dyslexia.pdf
(Publisher version), 169KB

Supplementary Material (public)

There is no public supplementary material available

Citation

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: https://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.