Bøger i Neuropsychology and Cognition serien

This volume addresses the question of how different brain activity measures may help to understand the complexity of language specific and domain general functions underlying reading, how atypical brain structures may be responsible for failures in the reading performance, and how the brain activity pattern of dyslexics may change from childhood to adulthood. It is a valuable resource for those working in the fields of psycholinguistics, speech pathology, neuropsychology, cognitive development, educational psychology, developmental psychology, child development and language acquisition.

Dyslexia: Different Brain, Different Behavior is intended for anyone with an interest in how processing deficits of the developing human brain may contribute to failures in reading and spelling. Readers will learn about how different brain activity measures may help to understand the complexity of language specific and domain general functions underlying reading, how atypical brain structures may be responsible for failures in the reading performance, and how the brain activity pattern of dyslexics may change from childhood to adulthood. Dyslexia: Different Brain, Different Behavior is a valuable resource for researchers, graduate students, educators and other professionals in the fields of psycholinguistics, speech pathology, neuropsychology, cognitive development, educational psychology, school psychology, developmental psychology, child development and language acquisition.

This volume focuses on cross-linguistic studies of the acquired disorders of reading and what they can tell us about the models of reading and the human brain.

The present volume aims at presenting a selection of new methods and techniques that may have value for clinical neuropsychology. This book presents an updated view of recent methodological developments in experimental psychology and clinical neuroscience.

Even though I had been studying reading problems in children for a number of years as a means of understanding cognitive processes, I became deeply committed to the study of developmental dyslexia after my encounter with S.

The present volume aims at presenting a selection of new methods and techniques that may have value for clinical neuropsychology. This book presents an updated view of recent methodological developments in experimental psychology and clinical neuroscience.

Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science.

This book, by two of Europe's leading experts, gathers together a vast amount of recent international research on the causes and remediation of dyslexia, and presents a cognitive model of the normal reading process and a process-analytic diagnostic model.

Interestingly, the study of de velopmental reading disability also began to receive attention at about the same time when Pringle Morgan described the case of a 14-year-old boy who had great difficulty in reading and writing. Disorders of spoken language and written language are two areas that have been extensively addressed by these articles.

From August 19-23 1996 an international expert meeting on problems and interventions in literacy development took place in Amsterdam. The present volume aims to integrate recent research in field of literacy problems and interventions into a single academic reference.

Topics under the processing of Chinese include: the use of phonological codes in visual identification of Chinese words, the constraint on such phonological activation, recognition of Chinese homophones, Chinese sentence comprehension and children's errors in writing Chinese characters.

This book is unique in that it brings together in one place an account of recent advances in our understanding of the biology of dyslexia. Building on recent advances in the understanding of the cognitive phenotype of dyslexia, these authors present new data on both the etiology and brain mechanisms underlying that phenotype.

Perspectives on the Classification of Specific Developmental Disorders is an up-to-date review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders.

In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological In 1981 Taylor described the evolution of properties.

In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties.

Long the object of intensive inquiry, the process of change in phonological systems is now joined to the evolution of graphological systems, and new light is cast on the nature of the relevant human cognitive processes in their diversity and underlying unity.

Undeniably, language is at the core of human existence. Merleau-Ponty (1945) posited that thought and language are one - cognition being language; The fact that cognition predates verbal fluency and can take various nonverbal forms does not diminish the pivotal role of language - it is a functional requisite, an imperative.

A balanced view of recent research on reading disability is presented by leading international scholars representing various subdisciplines of psychology and allied sciences.

A person must be able to read and write in order to function adequately in society, and reading and writing require a script. Scripts and Literacy is the first book to systematically explore how the nature of a script affects how it is read and how one learns to read and write it.

A critical review of the literature on written expression disorders of individuals with learning disabilities. This state-of-the-art work on disorders of writing is of interest to both researchers and clinicians concerned with written expression disorders in children and/or adults.

This highly interdisciplinary project presents new results and the state of the art of knowledge in the psychology and neurophysiology of language, reading and dyslexia. The book grew out of the Basic Mechanisms of Language and Language Disorders conference (Leipzig, Sept.

At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching.

This book brings together current research findings on the involvement of word-internal structure for the purpose of word reading (especially morphological structure). The central theme of reading complex words is approached from several angles, such that the chapters span a wide variety of topics where this issue is important.

This work examines acquired dysarthria in adults, as well as the problems raised by the nature, assessment and therapy of acquired dysfluency in adults. It highlights the relationships that exist between the two conditions and proposes a neurobiological interpretation of stuttering.

This volume focuses on cross-linguistic studies of the acquired disorders of reading and what they can tell us about the models of reading and the human brain.

Topics under the processing of Chinese include: the use of phonological codes in visual identification of Chinese words, the constraint on such phonological activation, recognition of Chinese homophones, Chinese sentence comprehension and children's errors in writing Chinese characters.