The reinforced consonants, now written as geminates (duplicate letters), probably became distinctive through the reduction of clusters, such as Middle Korean st, pst, and pt, and in many words the heavily aspirated consonants seem to go back to earlier clusters with h or k.
A word, consonant string or face was then presented centrally for 300 ms. Words and consonant strings subtended approximately 4.5° horizontally and 1° vertically, while faces subtended approximately 3.5° horizontally and 5° vertically.
On a catch trial a word, consonant string or face was followed by a 200 ms blank screen after which the fixation cross re-appeared in green rather than red.
And then there's the consonant clusters – the word "consonants" itself is an example.
The upper row of Figure 2 shows grand average time-frequency plots for the left IFG response to words, consonant strings and faces.
MEG data were recorded during a passive viewing paradigm, chosen to emphasize the stimulus-driven component of the cortical response, in which right-handed participants were presented words, consonant strings, and unfamiliar faces to central vision.
The experiment to be reported involved passive viewing of blocks of words, consonant strings and unfamiliar faces in order to emphasize the stimulus driven, automatic components of cortical processing.
Our objective was to identify four ROIs per participant within which we could compare the timings and amplitudes of the evoked related fields (ERFs) in response to words, consonant strings and faces.
In addition we also wanted to investigate the frequency characteristics of these sites as a function of time, to explore the response of the left IFG to words, consonant strings and faces, and to compare the left IFG's response to words with the responses of the right IFG, left MOG and left mid FG (VWFA) to the same stimuli.
However, an equally strong response to unfamiliar faces might imply that the left IFG was less concerned with phonological/semantic processing and more concerned with, for example, the control of attentional resources in a situation where participants had to monitor the colour of the fixation cross while ignoring irrelevant but attention-grabbing stimuli (words, consonant strings and faces).
Teach individual letter sounds first before putting them together, then introduce CVC words (consonant, vowel, consonant) such as CAT, MAP, RAT before moving on.
