Search results for "Reading"
showing 10 items of 1521 documents
Reversibility in Chinese word formation influences target identification.
2011
We recorded event-related brain potentials during the processing of visually presented compound words in Mandarin Chinese. We capitalized on a particular characteristic of Chinese word formation, where two constituents can be combined in two different orders (A+B or B+A), yielding distinct meanings-so-called "reversible words". By investigating the impact of structural reversibility on the processing of compounds in Chinese during a lexical decision task, the present study revealed a pronounced difference between reversible and non-reversible words. Analyses revealed a more enhanced negativity (N400) for reversible words, reflecting demands during semantic processing, followed by a P300-lik…
The formation of structurally relevant units in artificial grammar learning
2002
A total of 78 adult participants were asked to read a sample of strings generated by a finite state grammar and, immediately after reading each string, to mark the natural segmentation positions with a slash bar. They repeated the same task after a phase of familiarization with the material, which consisted, depending on the group involved, of learning items by rote, performing a short term matching task, or searching for the rules of the grammar. Participants formed the same number of cognitive units before and after the training phase, thus indicating that they did not tend to form increasingly large units. However, the number of different units reliably decreased, whatever the task that…
Visual cortex hyperexcitability in migraine in response to sound-induced flash illusions
2015
Objective: Sound-induced flash illusions depend on visual cortical excitability. In this study, we explored whether sound-induced flash illusions are perceived differently in migraine, a condition associated with pathologic cortical hyperexcitability. Methods: Sound-induced flash illusions were examined in 59 migraine patients (mean age = 32 ± 16 years; 36 females), 32 without aura and 27 with aura, and in 24 healthy controls (mean age = 42 ± 17 years; 16 females). Patients were studied during attacks and interictally. Visual stimuli (flashes) accompanied by sounds (beeps) were presented in different combinations: a single flash with multiple beeps was given to induce the perception of mult…
The progression of myopia from its onset at age 8-12 to adulthood and the influence of heredity and external factors on myopic progression. A 23-year…
2013
Purpose To examine myopic progression and factors connected with myopic progression. Methods Myopic schoolchildren, with no previous spectacles, 119 boys and 121 girls, were recruited during 1983–1984 to a randomized 3-year clinical trial of bifocal treatment of myopia with a subsequent 20-year follow-up. Participants' mean age at Baseline was 10.9, ranging from 8.7 to 12.8 years. An ophthalmological examination was carried out annually for 3 years and twice thereafter at ca. 10-year intervals. Additional refraction values were received from prescriptions issued by different ophthalmologists and opticians. Altogether, 1915 refraction values were available. Reading distance and accommodation…
Late-Emerging and Resolving Dyslexia
2015
This study focuses on the stability of dyslexia status from Grade 2 to Grade 8 in four groups: (a) no dyslexia in either grade (no-dyslexia, n = 127); (b) no dyslexia in Grade 2 but dyslexia in Grade 8 (late-emerging, n = 18); (c) dyslexia in Grade 2 but not in Grade 8 (resolving, n = 15); and (d) dyslexia in both grades (persistent-dyslexia, n = 22). We examined group differences from age 3.5 to age 14 in (a) reading, vocabulary, phonology, letter knowledge, rapid naming, IQ, verbal memory; (b) familial and environmental risk and supportive factors; and (c) parental skills in reading, phonology, rapid naming, verbal memory, and vocabulary. Our findings showed group differences both in read…
General practitioners’ relationship with preventive knowledge: a qualitative study
2014
General practitioners (GPs) do not provide enough preventive care. Nonetheless, without a detailed understanding of the logical processes that underlie their practices, it remains difficult to develop effective means of improvement. Their relationship to knowledge is one of three elements that strongly structure GPs’ preventive work (together with the doctor–patient relationship and the organisation of their professional space).The objective of this article was to explore the question of GPs’ relationship to knowledge about prevention. In 2010–2011, semi-directive interviews with a diverse sample of 100 GPs practising in the Paris metropolitan area were conducted. These interviews were cod…
Self-persuasion on Facebook increases alcohol risk perception
2018
Contains fulltext : 198083.pdf (Publisher’s version ) (Closed access) In this experiment, we examined if participating in a Facebook group by generating antialcohol arguments (self-persuasion) is more effective than reading antialcohol posts of others (direct persuasion) in changing alcohol consumption, risk perception, and attitudes. In addition, it was examined if submitting posts moderated these effects. Participants logged into their Facebook account and joined a group that contained posts with antialcohol arguments. They either generated their own arguments with or without posting them, or read those present in the group with or without posting that they had read them. Next, participan…
A dominant gene for developmental dyslexia on chromosome 3.
2001
Developmental dyslexia is a neurofunctional disorder characterised by an unexpected difficulty in learning to read and write despite adequate intelligence, motivation, and education. Previous studies have suggested mostly quantitative susceptibility loci for dyslexia on chromosomes 1, 2, 6, and 15, but no genes have been identified yet. We studied a large pedigree, ascertained from 140 families considered, segregating pronounced dyslexia in an autosomal dominant fashion. Affected status and the subtype of dyslexia were determined by neuropsychological tests. A genome scan with 320 markers showed a novel dominant locus linked to dyslexia in the pericentromeric region of chromosome 3 with a m…
Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers.
2012
Family history and poor preliteracy skills (referred to here as familial and behavioral risk, respectively) are critical predictors of developmental dyslexia. This study systematically investigated the independent contribution of familial and behavioral risks on brain structures, which had not been explored in past studies. We also examined the differential effects of maternal versus paternal history on brain morphometry, and familial risk dimensionally versus categorically, which were also novel aspects of the study. We assessed 51 children (5 to 6 years of age) with varying degrees of familial and behavioral risks for developmental dyslexia and examined associations with brain morphometry…
Familial dyslexia: neurocognitive and genetic correlation in a large Finnish family.
2007
Neuropsychological findings of individuals with dyslexia (n=24) from a large, three-generation Finnish family are presented. We have previously performed whole genome linkage scanning in this family and found that dyslexia in this kindred segregates with a single locus in the pericentromeric area of chromosome 3. Those included in the analyses were carefully evaluated for general cognitive ability, reading and spelling skills, and reading-related neurocognitive skills. The neurocognitive type of dyslexia segregating in this family consisted of deficits in phonological awareness, verbal short-term memory, and rapid naming. Severe dyslexia also seemed to be connected with a general language d…