|Title||Word and object recognition during reading acquisition: MEG evidence.|
|Publication Type||Journal Article|
|Year of Publication||2017|
|Authors||Caffarra, S, Martin, CD, Lizarazu, M, Lallier, M, Zarraga, A, Molinaro, N, Carreiras, M|
|Journal||Dev Cogn Neurosci|
|Date Published||2017 Jan 10|
Studies on adults suggest that reading-induced brain changes might not be limited to linguistic processes. It is still unclear whether these results can be generalized to reading development. The present study shows to which extent neural responses to verbal and nonverbal stimuli are reorganized while children learn to read. MEG data of thirty Basque children (4-8y) were collected while they were presented with written words, spoken words and visual objects. The evoked fields elicited by the experimental stimuli were compared to their scrambled counterparts. Visual words elicited left posterior (200-300ms) and temporal activations (400-800ms). The size of these effects increased as reading performance improved, suggesting a reorganization of children's visual word responses. Spoken words elicited greater left temporal responses relative to scrambles (300-700ms). No evidence for the influence of reading expertise was observed. Brain responses to objects were greater than to scrambles in bilateral posterior regions (200-500ms). There was a greater left hemisphere involvement as reading errors decreased, suggesting a strengthened verbal decoding of visual configurations with reading acquisition. The present results reveal that learning to read not only influences written word processing, but also affects visual object recognition, suggesting a non-language specific impact of reading on children's neural mechanisms.
|Alternate Journal||Dev Cogn Neurosci|
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...as you recognize the picture!
I truly like this activity because that’s the first principle of the Learning Success System: Small Steps.
Pictures are being Recognized and called out . The Technique of using the wholes throughout the pictures at first bring the mind to observe closely, 2nd when more wholes are colored, the picture may or may not be recognized. 3rd all wholes are now colored and the picture is OBVIOUS
That’s Language Development !
•HEARING , •Listening , •SPEAKING,( Recognizing the wholey shapes) •_, •__ .
Yes , the study reveals the connection between the visual object recognition centers of the brain and reading skills.
While it’s been a fun FUNDAMENTAL Activity, I find it worth to be repealed maybe once or twice a week until mastery . I also substituted voice /people recognition about Our Saturday Virtual prayer of our Church at 9 am.
The bottom line is we see pictures in our mind . Whatever or whoever we can see in our mind . Each has a name. It can be said, spoken, read to , read about , written