Reading is Hard just because Listening is Easy

In their work on reading and the difficulties that attend it. investigators have commonly omitted to ask the questions that are. in my view, prior to all others: why is it easier to perceive speech than to read, and why is it easier to speak a word than to spell it? My aim is to repair these omissions. To that end, I divide my talk into two parts. First, I say why we should consider that the greater ease of perceiving and producing speech is paradoxical, by which I mean to suggest that the reasons are not to be found among surface appearances. Then I propose how, by going beneath the surface, we can find the reasons, and so resolve the paradox. THE PARADOX Before developing the paradox. I should first remind you that perceiving and produCing speech are easier than reading or writing. for thiS is the point from which I depart and to which I will. at the end. return. The relevant facts include the following. (1) All communities of human beings have a fully developed spoken language; in contrast. only a minority of these languages has a written form. and not all of these are in common use. (2) Speech is first in the history of the race, as it is in the child; readin

A Comprehensive Profile of Decoding and Comprehension in Autism Spectrum Disorders

The present study examined intake data from 384 participants with autism spectrum disorders (ASD) and a comparison group of 100 participants with dyslexia on nine standardized measures of decoding and comprehension. Although diagnostic groups were based on parental reports and could not be verified independently, we were able to observe significant distinctions between subject groups. Overall findings confirm previous results of a disassociation between decoding and comprehension in ASD. Using a larger sample than previous studies and a greater variety of measures, a pattern of relatively intact decoding skills paired with low comprehension was found in autism, PDD-NOS, and Asperger’s. In contrast, the dyslexic group showed the opposite pattern of stronger comprehension and weaker decoding

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system

Children with Reading Disability Show Brain Differences in Effective Connectivity for Visual, but Not Auditory Word Comprehension

Background: Previous literature suggests that those with reading disability (RD) have more pronounced deficits during semantic processing in reading as compared to listening comprehension. This discrepancy has been supported by recent neuroimaging studies showing abnormal activity in RD during semantic processing in the visual but not in the auditory modality. Whether effective connectivity between brain regions in RD could also show this pattern of discrepancy has not been investigated. Methodology/Principal Findings: Children (8- to 14-year-olds) were given a semantic task in the visual and auditory modality that required an association judgment as to whether two sequentially presented words were associated. Effective connectivity was investigated using Dynamic Causal Modeling (DCM) on functional magnetic resonance imaging (fMRI) data. Bayesian Model Selection (BMS) was used separately for each modality to find a winning family of DCM models separately for typically developing (TD) and RD children. BMS yielded the same winning family with modulatory effects on bottom-up connections from the input regions to middle temporal gyrus (MTG) and inferior frontal gyrus(IFG) with inconclusive evidence regarding top-down modulations. Bayesian Model Averaging (BMA) was thus conducted across models in this winning family and compared across groups. The bottom-up effect from the fusiform gyrus (FG) to MTG rather than the top-down effect from IFG to MTG was stronger in TD compared to RD for the visual modality. The stronge

A language screening protocol for use with young African American children in urban settings

http://deepblue.lib.umich.edu/bitstream/2027.42/83321/1/A_language_screening_protocol_for_use_with_young_African_American_children_in_urban_settings.pd

Music and the brain: disorders of musical listening

The study of the brain bases for normal musical listening has advanced greatly in the last 30 years. The evidence from basic and clinical neuroscience suggests that listening to music involves many cognitive components with distinct brain substrates. Using patient cases reported in the literature, we develop an approach for understanding disordered musical listening that is based on the systematic assessment of the perceptual and cognitive analysis of music and its emotional effect. This approach can be applied both to acquired and congenital deficits of musical listening, and to aberrant listening in patients with musical hallucinations. Both the bases for normal musical listening and the clinical assessment of disorders now have a solid grounding in systems neuroscience

Active Externalism, Virtue Reliabilism and Scientific Knowledge

Combining active externalism in the form of the extended and distributed cognition hypotheses with virtue reliabilism can provide the long sought after link between mainstream epistemology and philosophy of science. Specifically, by reading virtue reliabilism along the lines suggested by the hypothesis of extended cognition, we can account for scientific knowledge produced on the basis of both hardware and software scientific artifacts (i.e., scientific instruments and theories). Additionally, by bringing the distributed cognition hypothesis within the picture, we can introduce the notion of epistemic group agents, in order to further account for collective knowledge produced on the basis of scientific research teams