Brain research in language volume 1 by Zvia Breznitz

By Zvia Breznitz

Mind learn in Language addresses vital neurological matters occupied with analyzing. The analyzing strategy is a hugely composite cognitive job, which depends on mind structures that have been initially dedicated to different services. nearly all of reports during this sector have used behavioral methodologies. This booklet provides facts got from reports applying behavioral, electrophysiological and imaging methodologies concentrating on the general examining technique and the dyslexic inhabitants.

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Corresponding to this view, a line of research conducted by Breznitz (Breznitz, 1987; Breznitz & Share, 1992; Breznitz, DeMarco, Shammi, & Hakerem, 1994) has illustrated an “acceleration phenomenon”, according to which the acceleration of the reading speed has the power to improve reading accuracy and comprehension. In a recent fMRI study conducted by Karni et al. (2005) the acceleration paradigm was examined using two presentation rates: a rate 20% slower than each subject’s self-paced rate (“slow”), and a fast rate.

The left inferior temporal gyrus, a region sensitive to visual processing of words, also showed increased activation following remediation. Additional areas showing a compensatory effect included the left lingual gyrus, right precuneus/posterior cingulate, right parietooccipital sulcus, and bilateral thalamus. , 2001 extended the assumption underlying the FFW-L training program by maintaining that the phonological difficulties faced by dyslexic readers reflect a general deficit in auditory and visual perception.

Paulesu et al. (2001) examined the different areas of activation during reading and reading-related tasks among dyslexic and normal adult readers in deep (English & French) and shallow (Italian) orthographies, in an attempt to explore similarities and differences at both 32 Zvia Breznitz and Lilach Lebovitz the behavioral and neurophysiological levels. Behavioral measures consisted of reading tests (word/non-word reading speed), digit naming, short term memory, phoneme manipulations (spoonerism) and the Wechsler Adult Intelligence Scale (WAIS).

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