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Sign and speech share partially overlapping conceptual representations
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How auditory experience differentially influences the function of left and right superior temporal cortices
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Identification of the regions involved in phonological assembly using a novel paradigm.
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In: Brain and Language, vol. 150, pp. 45-53 (2015)
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Lesions impairing regular versus irregular past tense production
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Lesions impairing regular versus irregular past tense production
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Structural correlates for lexical efficiency and number of languages in non-native speakers of English
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Multiple routes from occipital to temporal cortices during reading
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Auditory-motor expertise alters "speech selectivity" in professional musicians and actors
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Parallel recovery in a trilingual speaker: the use of the Bilingual Aphasia Test as a diagnostic complement to the Comprehensive Aphasia Test
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Automatic top-down processing explains common left occipito-temporal responses to visual words and objects.
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In: Cerebral Cortex, vol. 21, no. 1, pp. 103-114 (2011)
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Contrasting effects of vocabulary knowledge on temporal and parietal brain structure across lifespan
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Language control and parallel recovery of language in individuals with aphasia
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In: Aphasiology , 24 (2) pp. 188-209. (2010) (2010)
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The impact of second language learning on semantic and nonsemantic first language reading
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In: Cerebral Cortex , 20 (2) pp. 315-327. (2010) (2010)
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The role of the left head of caudate in suppressing irrelevant words
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In: Journal of Cognitive Neuroscience , 22 (10) pp. 2369-2386. (2010) (2010)
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The role of the left head of caudate in suppressing irrelevant words
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An anatomical signature for literacy
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In: Nature , 461 (7266) pp. 983-986. (2009) (2009)
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Abstract:
Language is a uniquely human ability that evolved at some point in the roughly 6,000,000 years since human and chimpanzee lines diverged. Even in the most linguistically impoverished environments, children naturally develop sophisticated language systems. In contrast, reading is a learnt skill that does not develop without intensive tuition and practice. Learning to read is likely to involve ontogenic structural brain changes, but these are nearly impossible to isolate in children owing to concurrent biological, environmental and social maturational changes. In Colombia, guerrillas are re-integrating into mainstream society and learning to read for the first time as adults. This presents a unique opportunity to investigate how literacy changes the brain, without the maturational complications present in children. Here we compare structural brain scans from those who learnt to read as adults (late-literates) with those from a carefully matched set of illiterates. Late-literates had more white matter in the splenium of the corpus callosum and more grey matter in bilateral angular, dorsal occipital, middle temporal, left supramarginal and superior temporal gyri. The importance of these brain regions for skilled reading was investigated in early literates, who learnt to read as children. We found anatomical connections linking the left and right angular and dorsal occipital gyri through the area of the corpus callosum where white matter was higher in late-literates than in illiterates; that reading, relative to object naming, increased the interhemispheric functional connectivity between the left and right angular gyri; and that activation in the left angular gyrus exerts top-down modulation on information flow from the left dorsal occipital gyrus to the left supramarginal gyrus. These findings demonstrate how the regions identified in late-literates interact during reading, relative to object naming, in early literates.
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URL: http://discovery.ucl.ac.uk/19964/
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Inter-subject variability in the use of two different neuronal networks for reading aloud familiar words
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The influence of color and sound on neuronal activation during visual object naming
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Anatomical traces of vocabulary acquisition in the adolescent brain
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In: Journal of Neuroscience , 27 (5) pp. 1184-1189. (2007) (2007)
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