Conrad Perry

The aim of the study was to examine how well young children's brains process second language-related information acquired from short-term usage of language-immersion apps. Early positive ERP for the known words was larger than that for the unknown words, and early negative ERP for the apps group was larger than that of the flash card group. Short-term training from language apps modulates language processing in preschool children's brains differently compared to digital flash cards.

Modelling reading development through phonological decoding and self-teaching: implications for dyslexia Mots clés cognition neuroscience behaviour phonological decoding developmental dyslexia computational modelling reading development Fichier principal ziegler-et-al-2014-modelling-reading-development-through-phonological-decoding-and-self-teaching-implications-for.pdf (618.21 Ko) Télécharger le fichier Origine : Publication financée par une institution Licence : CC BY - Paternité

Literacy is one of the greatest achievements of both human civilization and the human mind. Through reading and writing, “we can shape events in each other’s brains . . . bridging gaps of time, space, and acquaintanceship” (Pinker, 1994, pp. 1–2). One of the biggest challenges in cognitive and developmental sciences is to understand the complex machinery that is behind this extraordinary ability.