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Perceptual Priming and Reading Speed among Fourth Grade Children

Published online by Cambridge University Press:  08 July 2014

Maria José Soler ,
Carmen Dasí ,
Vicente Bellver  and
Juan Carlos Ruiz
Maria José Soler*
Affiliation:
Universitat de València (Spain)
Carmen Dasí
Affiliation:
Universitat de València (Spain)
Vicente Bellver
Affiliation:
Servicio Psicopedagógico Escolar de Valencia (SPE-V12). (Spain)
Juan Carlos Ruiz
Affiliation:
Universitat de València (Spain)
*
*Correspondence concerning this article should be addressed to Maria José Soler. Departamento de Psicología Básica. Facultad de Psicología. Universitat de València. Avda. Blasco Ibáñez, 21. 46010. Valencia (Spain). E-mail: Maria.j.Soler@uv.es
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Abstract

This study evaluated the perceptual priming in fourth grade primary school children using a word-fragment completion task. The children were classified into two categories according to their reading speed: high and low. Using several sub-scales of the WISC-IV, their working memory was measured, and their total IQ was estimated, in order to control for their effects on priming. The statistical analyses showed that children with high reading speed were significantly better at word-fragment completion and showed greater priming (p < .01); in other words, the prior processing of the words from which the fragments came produced a greater benefit in the performance of the word-fragment completion task. A regression model was developed to explain reading speed based on the following variables: perceptual priming, working memory and percentage of completed fragments belonging to words not previously processed (adjusted R2 = 0.64).

Keywords

perceptual primingreadingimplicit memory
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E46
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

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