How Learning to Read Changes the Cortical Networks for Vision and Language

By Stanislas Dehaene, F. Pegado, L. Braga, P. Ventura, Gilberto Nunes Filho, Antoinette Jobert, Ghislaine Dehaene-Lambertz, Régine Kolinsky, José Morais, Leonardo G. Cohen. Science, 2010

1,237 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c96d730adacc64ee98e282653b749729f2cfb06e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

A ventral visual stream reading center independent of visual experience. (2011, neutral): “The visual word form area (VWFA) is a ventral stream visual area that develops expertise for visual reading [1–3].”
The Cerebellum, Sensitive Periods, and Autism (2014, background): “Notably, in readers who first learn to read as adults, activity patterns are more bilaterally distributed (Dehaene et al., 2010) and are reminiscent of literate children starting to read, indicating that adult circuitry has considerably less capacity for refinement.”
Origins of the brain networks for advanced mathematics in expert mathematicians (2016, background): “Just as reading expertise massively enhances the left ventral visual response to written letter strings (38), mathematical expertise leads to a bilateral enhancement of the visual representation of mathematical symbols.”
A review and synthesis of the first 20 years of PET and fMRI studies of heard speech, spoken language and reading (2012, background): “In the early stages of children or adults learning to read, left ventral occipitotemporal activation increased with learning (Brem et al., 2010; Dehaene et al., 2010b) and this correlated with the rate of improvement in word recognition (Ben-Shachar et al., 2011).”
Reading with sounds: sensory substitution selectively activates the visual word form area in the blind. (2012, background): “…category selectivity manifested in its preference for letters over other types of visual objects (Cohen and Dehaene, 2004; Dehaene and Cohen, 2011; Dehaene et al., 2010; Szwed et al., 2011), its invariance to changes in visual scripts, fonts, or location in the visual field (Bolger et al., 2005;…”
Spatial Topography of Individual-Specific Cortical Networks Predicts Human Cognition, Personality and Emotion (2017, background): “, 2017), there are relatively few studies relating topography and size of functional areas (or networks) with behavior or other traits (Dehaene et al., 2010; Bijsterbosch et al., 2018; Salehi et al., 2018).”
Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, methodology): “We will draw on evidence from studies with illiterate and low literate participants (see Dehaene, Cohen, Morais, & Kolinsky, 2015; Dehaene et al., 2010; Demoulin & Kolinsky, 2016; Huettig & Mishra, 2014), studies with pre-literate children, literate children, and adults as well as evidence from…”
Revealing the co-existence of written and spoken language coding neural populations in the visual word form area (2025, unknown): “…German: Ludersdorfer et al., 2015, 2016), to purely auditory processing tasks where an activation of orthographic representations is neither mandatory nor beneficial, such as spoken word recognition (Portuguese: Dehaene et al., 2010) and spoken sentence comprehension (French: Planton et al., 2019).”