VALÉRIA CSÉPE (ed.), Dyslexia: different brain, different behaviour. New York: Kluwer Academic/Plenum Publishers, 2003. Pp. 193. ISBN 0-306-47752-1.
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| Publicado en: | Journal of Child Language vol. 33, no. 1 (Feb 2006), p. 217-222 |
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| Autor principal: | |
| Publicado: |
Cambridge University Press
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 022 | |a 0305-0009 | ||
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| 024 | 7 | |a 10.1017/S0305000905007269 |2 doi | |
| 035 | |a 221402076 | ||
| 045 | 2 | |b d20060201 |b d20060228 | |
| 084 | |a 18291 |2 nlm | ||
| 100 | 1 | |a THIERRY, GUILLAUME | |
| 245 | 1 | |a VALÉRIA CSÉPE (ed.), Dyslexia: different brain, different behaviour. New York: Kluwer Academic/Plenum Publishers, 2003. Pp. 193. ISBN 0-306-47752-1. | |
| 260 | |b Cambridge University Press |c Feb 2006 | ||
| 513 | |a Review | ||
| 520 | 3 | |a [...]Goswami describes the rich interactions between literacy acquisition and phonological representations in the context of languages with dierent orthographic transparencies. [...]Goswami explains that the phonemic VALE 217 REVIEW awareness decit in developmental dyslexia should not be seen as a cause of reading impairments but rather a correlate of them, whereby phonological representation and literacy shape one another in the course of spoken and written language acquisition. The author reminds us that the automatic nature of the MMN (attention need not be engaged) makes it an ideal candidate to study auditory perceptual decits in infants and children, since no active engagement or behavioural responses are required. [...]Lyytinen et al. report results from MMN studies in which the duration of the vowel or consonant in a syllable was varied between a standard condition (i.e. the frequent stimulus presented on 80% of trials or more) and a deviant condition (i.e. the infrequent stimulus presented on 20% of trials or less). | |
| 651 | 4 | |a New York | |
| 651 | 4 | |a United States--US | |
| 653 | |a Neurosciences | ||
| 653 | |a Dyslexia | ||
| 653 | |a Medical imaging | ||
| 653 | |a Acoustics | ||
| 653 | |a Trends | ||
| 653 | |a Hypotheses | ||
| 653 | |a Phonology | ||
| 653 | |a Brain research | ||
| 653 | |a Books | ||
| 653 | |a Literacy | ||
| 653 | |a Phonological Awareness | ||
| 653 | |a Language Acquisition | ||
| 773 | 0 | |t Journal of Child Language |g vol. 33, no. 1 (Feb 2006), p. 217-222 | |
| 786 | 0 | |d ProQuest |t Arts & Humanities Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/221402076/abstract/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/221402076/fulltextPDF/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |