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Intact word processing in developmental prosopagnosia.
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Abstract:
A wealth of evidence from behavioural, neuropsychological and neuroimaging research supports the view that face recognition is reliant upon a domain-specific network that does not process words. In contrast, the recent many-to-many model of visual recognition posits that brain areas involved in word and face recognition are functionally integrated. Developmental prosopagnosia (DP) is characterised by severe deficits in the recognition of faces, which the many-to-many model predicts should negatively affect word recognition. Alternatively, domain-specific accounts suggest that impairments in face and word processing need not go hand in hand. To test these possibilities, we ran a battery of 7 tasks examining word processing in a group of DP cases and controls. One of our prosopagnosia cases exhibited a severe reading impairment with delayed response times during reading aloud tasks, but not lexical decision tasks. Overall, however, we found no evidence of global word processing deficits in DP, consistent with a dissociation account for face and word processing.
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Keyword:
Adult; Aged; Behavior; Female; Humans; Linguistics; Male; Middle Aged; Neuropsychological Tests; Prosopagnosia; Reading; Task Performance and Analysis; Visual Perception; Young Adult
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URL: http://qmro.qmul.ac.uk/xmlui/handle/123456789/32428 https://doi.org/10.1038/s41598-017-01917-8
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Pseudohomophone effects provide evidence of early lexico-phonological processing in visual word recognition
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Frequency and predictability effects on event-related potentials during reading
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Neural Measures Reveal Implicit Learning during Language Processing.
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In: Brain and Mind Institute Researchers' Publications (2016)
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Phonological activation of word meanings in grade 5 readers.
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In: Brain and Mind Institute Researchers' Publications (2016)
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The Effects of Language Dominance in the Perception and Production of the Galician Mid Vowel Contrasts.
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In: Phonetica, vol 72, iss 4 (2015)
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Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.
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In: Journal of learning disabilities, vol 48, iss 2 (2015)
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Electrostimulation mapping of comprehension of auditory and visual words.
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In: Cortex, vol. 71, pp. 398-408 (2015)
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Glutamate and choline levels predict individual differences in reading ability in emergent readers.
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In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 34, iss 11 (2014)
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Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.
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Inter- and intrahemispheric connectivity differences when reading Japanese Kanji and Hiragana.
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In: Cereb Cortex , 24 (6) pp. 1601-1608. (2014) (2014)
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Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD).
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In: Q J Exp Psychol (Hove) , 67 (7) pp. 1317-1334. (2014) (2014)
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13 |
Comorbidities in preschool children at family risk of dyslexia.
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In: J Child Psychol Psychiatry , 55 (3) 237 - 246. (2014) (2014)
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Dyslexia in a French-Spanish bilingual girl: behavioural and neural modulations following a visual attention span intervention.
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In: Cortex, vol. 53, pp. 120-145 (2014)
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Decoding the neuroanatomical basis of reading ability: a multivoxel morphometric study.
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In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 33, iss 31 (2013)
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Intact reading in patients with profound early visual dysfunction.
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In: Cortex , 49 (9) 2294 - 2306. (2013) (2013)
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17 |
Efficacy of language intervention in the early years.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Probing the neurocognitive trajectories of children's reading skills.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Efficacy of language intervention in the early years.
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In: J Child Psychol Psychiatry , 54 (3) pp. 280-290. (2013) (2013)
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The relationship between gender, receptive vocabulary, and literacy from school entry through to adulthood.
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In: Int J Speech Lang Pathol , 15 (4) pp. 407-415. (2013) (2013)
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