Chapter 15 Cognitive processes underlying reading and writing and their neural substrates

2008 ◽  
pp. 311-322 ◽  
Author(s):  
Argye E. Hillis
Keyword(s):  
Cognitive Processes ◽  
Neural Substrates ◽  
Reading And Writing

scholarly journals INFLUENCIA DE LA VELOCIDAD DE NOMBRAMIENTO EN EL INICIO DE LA LECTURA

2016 ◽  
Vol 1 (1) ◽  
pp. 128 ◽  
Author(s):  
Mª Isabel Marí Sanmillán ◽  
Mª Dolores Gil Llario ◽  
Roberta Ceccato ◽  
Yazna Cisternas Rojas
Keyword(s):  
Cognitive Processes ◽  
Age Of Onset ◽  
Reading Difficulties ◽  
Naming Speed ◽  
Reading Habits ◽  
Reading And Writing ◽  
Initial Learning ◽  
Predicting Success ◽  
The Relationship ◽  
Specific Learning

Abstract:The analysis of the cognitive processes that are the basis of reading skill has detected some predictors of the development of phonological-orthographic skills necessary in learning it and has identified the naming speed as a good predictor of deficit related to reading difficulties. The objective of this study is to analyze the relationship between naming speed and initial learning of literacy through the analysis of aspects such as the influence of the reading habits, age of onset of literacy or participation in specific learning methods as Kumon. The study involved 289 children aged 4 to 6 years. Results showed naming speed correlates with phonological awareness, predicts reading comprehension, enhanced by good family reading habits and the Kumon method which shows itself specially relevant when beginning the reading and writing process. These results allow us to conclude the relevance of this function in predicting success at the start of reading and writing learning processes.Resumen:El análisis de los procesos cognitivos que están a la base de la habilidad lectora ha permitido detectar algunos predictores del desarrollo de las habilidades fonológico-ortográficas e identificar la velocidad de nombramiento como un buen predictor del éxito de la adquisición de la lectura, o en su defecto, de las dificultades lectoras en edad escolar. El objetivo de este estudio es analizar la relación que existe entre velocidad de nombramiento y el aprendizaje inicial de la lectoescritura a través del análisis de aspectos como la influencia de los hábitos lectores, la edad de inicio de la lecto-escritura o la participación en métodos de aprendizaje específicos como el Kumon. En el estudio participaron 289 niños de 4 a 6 años. Los resultados indican que la velocidad de nombramiento correlaciona con la conciencia fonológica, predice la comprensión lectora, se ve favorecida por unos buenos hábitos lectores familiares así como por como el método Kumon mostrándose especialmente relevante cuando se está iniciando la lectoescritura. Estos resultados permiten concluir la relevancia de esta función en la predicción del éxito en el inicio de la lecto-escritura.Palabras clave: Velocidad de nombramiento, inicio lecto-escritura, comprensión lectora.

scholarly journals Meditation and the Wandering Mind: A Theoretical Framework of Underlying Neurocognitive Mechanisms

2020 ◽  
pp. 174569162091734
Author(s):  
Tracy Brandmeyer ◽  
Arnaud Delorme
Keyword(s):  
Cognitive Processes ◽  
Neural Substrates ◽  
Theoretical Framework ◽  
Thought Processes ◽  
Thought Patterns ◽  
Bodily Sensations ◽  
Spontaneous Thought ◽  
Sensory Processes ◽  
The Mind

During the practice of meditation, the tendency of the mind to wander away from the object of focus is ubiquitous. The occurrence of mind wandering in the context of meditation provides individuals a unique and intimate opportunity to closely examine the nature of the wandering mind by cultivating an awareness of ongoing thought patterns, while simultaneously aiming to cultivate equanimity (evenness of temper or disposition) and compassion toward the content of thoughts, interpretations, and bodily sensations. In this article we provide a theoretical framework that highlights the neurocognitive mechanisms by which contemplative practices influence the neural and phenomenological processes underlying spontaneous thought. Our theoretical model focuses on several converging mechanisms: the role of meta-awareness in facilitating an increased moment-to-moment awareness of spontaneous thought processes, the effects of meditation practice on key structures underlying both the top-down cognitive processes and bottom-up sensory processes implicated in attention and emotion regulation, and the influence of contemplative practice on the neural substrates underlying perception and perceptual decoupling.

scholarly journals Response learning confounds assays of inhibitory control on detour tasks

2019 ◽  
Vol 23 (1) ◽  
pp. 215-225 ◽  
Author(s):  
Jayden O. van Horik ◽  
Christine E. Beardsworth ◽  
Philippa R. Laker ◽  
Mark A. Whiteside ◽  
Joah R. Madden
Keyword(s):  
Inhibitory Control ◽  
Cognitive Processes ◽  
Motor Response ◽  
Differential Reinforcement ◽  
Neural Substrates ◽  
Response Learning ◽  
Learning Aids ◽  
Barriers To Access ◽  
Transparent Barrier ◽  
Multiple Trials

AbstractThe ability to inhibit prepotent actions towards rewards that are made inaccessible by transparent barriers has been considered to reflect capacities for inhibitory control (IC). Typically, subjects initially reach directly, and incorrectly, for the reward. With experience, subjects may inhibit this action and instead detour around barriers to access the reward. However, assays of IC are often measured across multiple trials, with the location of the reward remaining constant. Consequently, other cognitive processes, such as response learning (acquisition of a motor routine), may confound accurate assays of IC. We measured baseline IC capacities in pheasant chicks, Phasianus colchicus, using a transparent cylinder task. Birds were then divided into two training treatments, where they learned to access a reward placed behind a transparent barrier, but experienced differential reinforcement of a particular motor response. In the stationary-barrier treatment, the location of the barrier remained constant across trials. We, therefore, reinforced a fixed motor response, such as always go left, which birds could learn to aid their performance. Conversely, we alternated the location of the barrier across trials for birds in the moving-barrier treatment and hence provided less reinforcement of their response learning. All birds then experienced a second presentation of the transparent cylinder task to assess whether differences in the training treatments influenced their subsequent capacities for IC. Birds in the stationary-barrier treatment showed a greater improvement in their subsequent IC performance after training compared to birds in the moving-barrier treatment. We, therefore, suggest that response learning aids IC performance on detour tasks. Consequently, non-target cognitive processes associated with different neural substrates appear to underlie performances on detour tasks, which may confound accurate assays of IC. Our findings question the construct validity of a commonly used paradigm that is widely considered to assess capacities for IC in humans and other animals.

scholarly journals Patterns of Dysgraphia in Primary Progressive Aphasia Compared to Post-Stroke Aphasia

2013 ◽  
Vol 26 (1-2) ◽  
pp. 21-34 ◽  
Author(s):  
Andreia V. Faria ◽  
Jenny Crinion ◽  
Kyrana Tsapkini ◽  
Melissa Newhart ◽  
Cameron Davis ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Imaging Techniques ◽  
Primary Progressive Aphasia ◽  
Neural Substrates ◽  
Focal Lesions ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
Complex Process ◽  
Inferior Longitudinal Fasciculus ◽  
Word Forms

We report patterns of dysgraphia in participants with primary progressive aphasia that can be explained by assuming disruption of one or more cognitive processes or representations in the complex process of spelling. These patterns are compared to those described in participants with focal lesions (stroke). Using structural imaging techniques, we found that damage to the left extrasylvian regions, including the uncinate, inferior fronto-occipital fasciculus, and sagittal stratum (including geniculostriate pathway and inferior longitudinal fasciculus), as well as other deep white and grey matter structures, was significantly associated with impairments in access to orthographic word forms and semantics (with reliance on phonology-to-orthography to produce a plausible spelling in the spelling to dictation task). These results contribute not only to our understanding of the patterns of dysgraphia following acquired brain damage but also the neural substrates underlying spelling.

scholarly journals A role for reward valuation in the serotonergic modulation of impulsivity

2021 ◽  
Author(s):  
Stephanie S. Desrochers ◽  
Emma K. Lesko ◽  
Valerie M. Magalong ◽  
Peter D. Balsam ◽  
Katherine M. Nautiyal
Keyword(s):  
Cognitive Processes ◽  
Cue Reactivity ◽  
Neural Substrates ◽  
Impulsive Behavior ◽  
Impulsive Action ◽  
Serotonin 1B Receptor ◽  
Reward Value ◽  
Serotonin Signaling ◽  
Neural Underpinnings ◽  
Reward Valuation

Abstract Rationale Impulsive behavior is a deleterious component of a number of mental health disorders but has few targeted pharmacotherapies. One contributing factor to the difficulty in understanding the neural substrates of disordered impulsivity is the diverse presentations of impulsive behavior. Defining the behavioral and cognitive processes which contribute to different subtypes of impulsivity is important for understanding the neural underpinnings of dysregulated impulsive behavior. Methods Using a mouse model for disordered impulsivity, our goal was to identify behavioral and cognitive processes that are associated with increased impulsivity. Specifically, we were interested in the facets of impulsivity modulated by serotonin signaling. We used mice lacking the serotonin 1B receptor (5-HT1BR) and measured different types of impulsivity as well as goal-directed responding, extinction, habitual-like behavior, cue reactivity, and reward reactivity. Results Mice lacking expression of 5-HT1BR had increased levels of impulsive action, goal-directed responding, and motivation, with no differences seen in rate of extinction, development of habitual behavior, delay discounting, or effort-based discounting. Interestingly, mice lacking 5-HT1BR expression also showed an overall increase in the choice of higher value rewards, increased hedonic responses to sweet rewards, and responded more for cues that predict reward. We developed a novel paradigm to demonstrate that increasing anticipated reward value could directly increase impulsive action. Furthermore, we found that 5-HT1BR KO-induced impulsivity could be ameliorated by decreasing the reward value relative to controls, suggesting that the increased 5-HT1BR-associated impulsive action may be a result of increased reward valuation. Conclusions Taken together, these data show that the effects of serotonin on impulsive action are mediated through the modulation of hedonic value, which may alter the reward representations that motivate action. Overall, this data supports a role for reward value as an important substrate in impulsive action which may drive clinically relevant increases in impulsivity.

scholarly journals Response learning confounds assays of inhibitory control on detour tasks

2019 ◽  
Author(s):  
Jayden O. van Horik ◽  
Christine E. Beardsworth ◽  
Philippa R. Laker ◽  
Mark A. Whiteside ◽  
Joah R. Madden
Keyword(s):  
Inhibitory Control ◽  
Cognitive Processes ◽  
Motor Response ◽  
Differential Reinforcement ◽  
Neural Substrates ◽  
Response Learning ◽  
Learning Aids ◽  
Barriers To Access ◽  
Transparent Barrier ◽  
Multiple Trials

ABSTRACTThe ability to inhibit prepotent actions towards rewards that are made inaccessible by transparent barriers has been considered to reflect capacities for inhibitory control (IC). Typically, subjects initially reach directly, and incorrectly, for the reward. With experience, subjects may inhibit this action and instead detour around barriers to access the reward. However, assays of IC are often measured across multiple trials, with the location of the reward remaining constant. Consequently, other cognitive processes, such as response learning (acquisition of a motor routine), may confound accurate assays of IC. We measured baseline IC capacities in pheasant chicks, Phasianus colchicus, using a transparent cylinder task. Birds were then divided into two training treatments, where they learned to access a reward placed behind a transparent barrier, but experienced differential reinforcement of a particular motor response. In the Stationary-Barrier treatment, the location of the barrier remained constant across trials. We therefore reinforced a fixed motor response, such as always go left, which birds could learn to aid their performance. Conversely, we alternated the location of the barrier across trials for birds in the Moving-Barrier treatment, and hence provided less reinforcement of their response learning. All birds then experienced a second presentation of the transparent cylinder task to assess whether differences in the training treatments influenced their subsequent capacities for IC. Birds in the Stationary-Barrier treatment showed a greater improvement in their subsequent IC performance after training compared to birds in the Moving-Barrier treatment. We therefore suggest that response learning aids IC performance on detour tasks. Consequently, non-target cognitive processes associated with different neural substrates appear to underlie performances on detour tasks, which may confound accurate assays of IC. Our findings question the construct validity of a commonly used paradigm that is widely considered to assess capacities for IC in humans and other animals.

Digital Literacy for the 21st Century

2019 ◽  
pp. 12-21 ◽  
Author(s):  
Hiller A. Spires ◽  
Casey Medlock Paul ◽  
Shea N. Kerkhoff
Keyword(s):  
21St Century ◽  
Cognitive Processes ◽  
Digital Literacy ◽  
Digital Content ◽  
Motion Graphics ◽  
Reading And Writing ◽  
Multiple Media ◽  
K 12 ◽  
Audio Video ◽  
Affective Dimensions

Digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (1) define digital literacy from multiple theoretical viewpoints, (2) illustrate how the definition continues to evolve in light of emerging technologies, and (3) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education.

Beginning to Spell

1993 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Empirical Research ◽  
Cognitive Processes ◽  
Reading Skills ◽  
Writing Systems ◽  
Writing Ability ◽  
Reading And Writing ◽  
Phonological Knowledge ◽  
Wide Range ◽  
Shed Light ◽  
The Way

This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. The study of children's spelling can shed light on the nature of phonological systems and can illuminate the way sounds are organized into larger units, such as syllables and words. Research on children's spelling leads directly to an understanding of the way phonological knowledge is acquired and how phonological systems change with the development of reading and writing ability. In addition to this insight concerning cognitive processes, the findings presented here have implications for how spelling should be taught and why some writing systems are easier to master than others. The work will interest a wide range of cognitive and developmental psychologists, psycholinguists, and educational psychologists, as well as linguists and educators interested in psycholinguistics.

Neurobiological processes in addiction

2018 ◽  
Author(s):  
David J. Nutt ◽  
Liam J. Nestor
Keyword(s):  
Cognitive Processes ◽  
Psychological Treatment ◽  
Neural Substrates ◽  
Reward Processing ◽  
Psychological Processes ◽  
Substance Addiction ◽  
Brain Circuits ◽  
Processing Motivation ◽  
The Brain ◽  
Chronic Use

The brain is involved in controlling necessary motivational and cognitive processes optimized for survival. These processes can be disrupted by substances of addiction. The key neural substrates underlying these processes are made up of a network of four independent and overlapping brain circuits. These circuits govern reward processing, motivation and/or drive, learning and memory, and cognitive control. Anomalies within these circuits may also pre-date the addiction state, and facilitate the progress from experimentation to substance addiction. The subsequent excessive and chronic use of substances further exacerbates these abnormalities. Therefore, these brain circuits and key psychological processes related to their functioning must be understood if we are to develop and test new pharmacological and psychological treatment approaches in substance addiction.

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