Face processing in developmental dyslexia
نویسندگان
چکیده
منابع مشابه
Neurogenetics and auditory processing in developmental dyslexia.
Dyslexia is a polygenic developmental reading disorder characterized by an auditory/phonological deficit. Based on the latest genetic and neurophysiological studies, we propose a tentative model in which phonological deficits could arise from genetic anomalies of the cortical micro-architecture in the temporal lobe.
متن کاملExplaining developmental dyslexia : Orthographic processing difficulties
Fluent readers process text at a number of levels; at the word, the sentence, the conceptual and the topic levels (Munro & Munro, 1991, 1994). The outputs from each process are retained for varying durations in short-term working memory. Depending in part on their purposes for reading at any time, readers perceive the outputs of some levels to be more useful than those at other levels. As they ...
متن کاملSequential or simultaneous visual processing deficit in developmental dyslexia?
The ability of dyslexic children with or without phonological problems to process simultaneous and sequential visual information was assessed using two tasks requiring the oral report of simultaneously or sequentially displayed letter-strings. The two groups were found to exhibit a simultaneous visual processing deficit but preserved serial processing skills. However, the impairment in simultan...
متن کاملPhonology, phonetics, and temporal processing in developmental dyslexia:
Evidence of a phonological deficit as a cause of developmental dyslexia has been accumulating largely in the last two decades, yet the mechanisms underlying this deficit remain controversial. Some authors assume that a temporal processing deficit is the source of the phonological disorder observed in dyslexic children. Others maintain that the phonological deficit in dyslexia is basically lingu...
متن کاملDifferent letter-processing strategies in diagnostic subgroups of developmental dyslexia.
Normally reading adults (N = 15) and primary school children (N = 24) and two diagnostic subgroups of children with developmental dyslexia (N = 21)-all native German speakers-performed a successive same-different task with pairs of letters and nonletters (pseudoletters or geometrical shapes). The first item of a pair was always presented on its own, and the second either on its own or surrounde...
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ژورنال
عنوان ژورنال: Frontiers in Neuroscience
سال: 2010
ISSN: 1662-453X
DOI: 10.3389/conf.fnins.2010.10.00038