منابع مشابه
Neuroimaging studies of word reading.
This review discusses how neuroimaging can contribute to our understanding of a fundamental aspect of skilled reading: the ability to pronounce a visually presented word. One contribution of neuroimaging is that it provides a tool for localizing brain regions that are active during word reading. To assess the extent to which similar results are obtained across studies, a quantitative review of ...
متن کاملCurrent themes in neuroimaging studies of reading
This editorial provides a summary of the highlights from 11 new papers that have been published in a special issue of Brain and Language on the neurobiology of reading. The topics investigate reading mechanisms in both adults and children. Several of the findings illustrate how responses in the left ventral occipito-temporal cortex, and other reading areas, change with learning, expertise and t...
متن کاملFunctional neuroimaging studies of reading and reading disability (developmental dyslexia).
Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two consolidated left hemisphere (LH) posterior systems: a dorsal (temporo-parietal) circuit and a ventral (occipito-temporal) circuit. This posterior system is functionally disrupted in developmental dyslexia. Reading disable...
متن کاملNeuroimaging studies of word and pseudoword reading: consistencies, inconsistencies, and limitations.
Several functional neuroimaging studies have compared words and pseudowords to test different cognitive models of reading. There are difficulties with this approach, however, because cognitive models do not make clear-cut predictions at the neural level. Therefore, results can only be interpreted on the basis of prior knowledge of cognitive anatomy. Furthermore, studies comparing words and pseu...
متن کاملCan cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies.
Reading in many alphabetic writing systems depends on both item-specific knowledge used to read irregular words (sew, yacht) and generative spelling-sound knowledge used to read pseudowords (tew, yash). Research into the neural basis of these abilities has been directed largely by cognitive accounts proposed by the dual-route cascaded and triangle models of reading. We develop a framework that ...
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ژورنال
عنوان ژورنال: Proceedings of the National Academy of Sciences
سال: 1998
ISSN: 0027-8424,1091-6490
DOI: 10.1073/pnas.95.3.914