Bøger i Neuropsychology and Cognition serien

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.

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.

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.

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.

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.

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.

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.

Aims to provide information for elementary, secondary, and college educators who are looking to develop an understanding of students with unusual learning profiles. This volume also seeks to provide resources for both education and psychology researchers to enlighten the state of research in this area and to provide the impetus for future work.

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.

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.

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.

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.

This volume on neuropsychological and neurolinguistic perspectives of dyslexia and alexia addresses the following issues: neuropsychological substrates; case studies; and computational and linguistic approaches.

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

" ['etat pathologique ne differe point radicalement de ['etat physiologique, a ['egard duquel if ne suarait constituer, sous un aspect quelconque, qu'un simple prolongement plus ou moins etendu des limites de variation, soit superieures, soit in/erieures, propres a chaque phenomene de ['organisme normal, sans pouvoir jamais produire de phenomenes vraiment nouveaux, qui n'auraient point, a un certain degre, leurs analogues purement physiologiques. Par une suite necessaire de ce principe, la notion exacte et rationnelle de ['etat physiologique doit donc /ournir, sans doute, l'indespensable point de depart de toute saine theorie pathologique,· mais if en resulte, d'une maniere non moins evidente, que, reciproquement, ['exam en scienti/ique des phenomenes pathologiques est eminemment propre a per/ectionner les etudes uniquement relatives a ['etat normal. Un tel mode d'experimentation, quoique indirect. est, en general, mieux adapte qu'aucun autre a la vraie nature des phenomenes biologiques. " (Comte, 1838; pg 696). The principle that an unde. rstanding of physiology can be based on the analysis of pathological states, and that, vice versa, an understanding of pathology cannot proceed without a clear formulation of the structure on normal physiological states formed the basis for the development of experimental medicine in France in the first half of the 19th century, and for the development of neuropsychology in the second half of the 19th century.

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 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.