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DTSTART;VALUE=DATE:20140605
DTEND;VALUE=DATE:20140606
DTSTAMP:20260425T051922
CREATED:20190212T180555Z
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UID:2302-1401926400-1402012799@www.ilcb.fr
SUMMARY:Fan Cao\, Chotiga Pattamadilok\, Johannes Ziegler
DESCRIPTION:Fan Cao (1)\, Chotiga Pattamadilok (2)\, Johannes Ziegler (3)\n((1)Michigan State University)\, (2) LPL UMR7309 CNRS AMU\, (3) LPC UMR7290 CNRS AMU)\nSalle de conférences B011\, bât. B 5 avenue Pasteur\, Aix-en-Provence\n9h30-12h30 Salle de conférences B011\, bât. B 5 avenue Pasteur\, Aix-en-Provence\n\nCross-linguistic and neurolinguistic perspectives on reading and speech processing\n\nNeural specialization and reading ability \nFan Cao (Michigan State University) \n\nThe brain becomes specialized with exposure to the environment. One piece of evidence comes from how the language system shapes brain function. In a cross-linguistic developmental study\, we show growing divergence between Chinese reading and English reading from children to adults. We found that specialization is positively correlated with proficiency. For example\, there is reduced specialization in children with reading disability. Another example is proficiency effect in bilinguals\, where we found greater specialization with higher proficiency in a group of late Chinese-English bilinguals. We also found that specialization can be facilitated by providing more effective instruction. In a series of training studies\, we compared writing and visual-only learning in English learners of Chinese\, and we found writing training evoked a more native-like brain network\, suggesting greater specialization and accommodation. In summary\, the brain becomes specialized with language experience and optimal instruction will promote the process of specialization.\n\nHow does learning to read modify speech processing ? Chotiga Pattamadilok (Laboratoire Parole et Langage) \n\nBehavioral and brain imaging studies have demonstrated that learning to read and write changes the way the brain processes spoken language. However\, the cognitive and neural mechanisms underlying such modification are still under debate. Two complementary hypotheses have been proposed. According to the ""online"" account\, strong connections between spoken and written language result in the automatic co-activation of both codes when one processes language\, such that hearing a spoken word activates\, in real time\, its corresponding written form and vice-versa. According to the ""offline or developmental account"" learning to read induces more profound changes withinthe spoken language system itself\, probably by restructuring the nature of the phonological representations. Evidence supporting both hypotheses will be discussed.\n\nA cross-language perspective on reading\, reading development and dyslexia Johannes Ziegler (Laboratoire de Psychologie Cognitive) \n\nMany theories assume that different languages or writing systems afford different reading styles. One idea that has been around since the early 70s is that opaque writing systems favor a ""Chinese"" style of reading (a direct route to meaning) whereas transparent writing systems favor a ""Phoenician"" style (an indirect route that is phonologically mediated). However\, research on reading development and dyslexia across languages draws a different picture\, one in which the core reading processes are very similar across languages. The main differences are related to consistency and orthographic complexity – these variables affect the granularity of the computations rather than the computations themselves.
URL:https://www.ilcb.fr/event/fan-cao-chotiga-pattamadilok-johannes-ziegler/
CATEGORIES:Seminars
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DTSTART;VALUE=DATE:20140620
DTEND;VALUE=DATE:20140621
DTSTAMP:20260425T051922
CREATED:20190212T180406Z
LAST-MODIFIED:20190212T180408Z
UID:2300-1403222400-1403308799@www.ilcb.fr
SUMMARY:How do central processes cascade into peripheral processes in written language production? by Sonia Kandel
DESCRIPTION:How do central processes cascade into peripheral processes in written language production? by Sonia Kandel (Univ. Grenoble Alpes\, LPNC (CNRS UMR 5105) – Grenoble\, France And Univ. Grenoble Alpes\, GIPSA-LAB (CNRS UMR 5216)\, Dept. Parole & Cognition –Grenoble\, France)\nWith the arrival of internet\, tablets and smartphones many people spend more time writing than speaking (email\, chat\, SMS\, etc.). Despite the importance of writing in our society\, the studies investigating written language production are scarce. In addition\, most studies investigated written production either from a central point of view (i.e.\, spelling processing) or a peripheral approach (i.e.\, motor production) without questioning their relation. We believe\, instead\, that central and peripheral processing cannot be investigated independently. There is a functional interaction between spelling and motor processing. Letter production does not merely depend on its shape –and its specifications for stroke order and direction– but also on the way we encode it orthographically. For example\, the movements to produce letters PAR in the orthographically irregular word PARFUM (perfume) are different than in the regular word PARDON (pardon). Spelling processes cascade into motor production. The nature of the spelling processes that are activated before movement initiation will determine the way the cascade will operate during movement production. Lexical and sub-lexical processes do not spread into motor execution to the same extent.
URL:https://www.ilcb.fr/event/how-do-central-processes-cascade-into-peripheral-processes-in-written-language-production-by-sonia-kandel-2/
LOCATION:Salle des voûtes\, St Charles\, 3 place Victor Hugo\, Marseille\, 13001\, France
CATEGORIES:Seminars
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