Search results for "FORM AREA"
showing 6 items of 6 documents
Brain sensitivity to print emerges when children learn letter–speech sound correspondences
2010
The acquisition of reading skills is a major landmark process in a human's cognitive development. On the neural level, a new functional network develops during this time, as children typically learn to associate the well-known sounds of their spoken language with unfamiliar characters in alphabetic languages and finally access the meaning of written words, allowing for later reading. A critical component of the mature reading network located in the left occipito-temporal cortex, termed the “visual word-form system” (VWFS), exhibits print-sensitive activation in readers. When and how the sensitivity of the VWFS to print comes about remains an open question. In this study, we demonstrate the…
Embedded word priming elicits enhanced fMRI responses in the visual word form area.
2018
Lexical embedding is common in all languages and elicits mutual orthographic interference between an embedded word and its carrier. The neural basis of such interference remains unknown. We employed a novel fMRI prime-target embedded word paradigm to test for involvement of a visual word form area (VWFA) in left ventral occipitotemporal cortex in co-activation of embedded words and their carriers. Based on the results of related fMRI studies we predicted either enhancement or suppression of fMRI responses to embedded words initially viewed as primes, and repeated in the context of target carrier words. Our results clearly showed enhancement of fMRI responses in the VWFA to embedded-carrier …
Responsivity to dyslexia training indexed by the N170 amplitude of the brain potential elicited by word reading.
2016
The present study examined training effects in dyslexic children on reading fluency and the amplitude of N170, a negative brain-potential component elicited by letter and symbol strings. A group of 18 children with dyslexia in 3rd grade (9.05 ± 0.46 years old) was tested before and after following a letter-speech sound mapping training. A group of 20 third-grade typical readers (8.78 ± 0.35 years old) performed a single time on the same brain potential task. The training was differentially effective in speeding up reading fluency in the dyslexic children. In some children, training had a beneficial effect on reading fluency (‘improvers’) while a training effect was absent in others (‘non-im…
Structural hemispheric asymmetries underlie verbal Stroop performance
2017
Performance on tasks involving cognitive control such as the Stroop task is often associated with left lateralized brain activations. Based on this neuro-functional evidence, we tested whether leftward structural grey matter asymmetries would also predict inter-individual differences in combatting Stroop interference. To check for the specificity of the results, both a verbal Stroop task and a spatial one were administered to a total of 111 healthy young individuals, for whom T1-weighted magnetic resonance imaging (MRI) images were also acquired. Surface thickness and area estimations were calculated using FreeSurfer. Participants' hemispheres were registered to a symmetric template and Lat…
The left occipitotemporal system in reading: disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in c…
2011
Developmental dyslexia is a severe reading disorder, which is characterized by dysfluent reading and impaired automaticity of visual word processing. Adults with dyslexia show functional deficits in several brain regions including the so-called "Visual Word Form Area" (VWFA), which is implicated in visual word processing and located within the larger left occipitotemporal VWF-System. The present study examines functional connections of the left occipitotemporal VWF-System with other major language areas in children with dyslexia. Functional connectivity MRI was used to assess connectivity of the VWF-System in 18 children with dyslexia and 24 age-matched controls (age 9.7-12.5 years) using f…
The what, when, where, and how of visual word recognition
2014
A long-standing debate in reading research is whether printed words are perceived in a feedforward manner on the basis of orthographic information, with other representations such as semantics and phonology activated subsequently, or whether the system is fully interactive and feedback from these representations shapes early visual word recognition. We review recent evidence from behavioral, functional magnetic resonance imaging, electroencephalography, magnetoencephalography, and biologically plausible connectionist modeling approaches, focusing on how each approach provides insight into the temporal flow of information in the lexical system. We conclude that, consistent with interactive a…