The development of reading impairment: A cognitive neuroscience model

2003 ◽  
Vol 9 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Bruce D. McCandliss ◽  
Kimberly G. Noble
Keyword(s):  
Cognitive Neuroscience ◽  
Reading Impairment

Normocentric biases taint cognitive neuroscience and intervention of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Laurent Mottron
Keyword(s):  
Intellectual Disability ◽  
Cognitive Neuroscience ◽  
Social Motivation ◽  
Repetitive Behaviors ◽  
Restricted Interests ◽  
Autistic People

Abstract Stepping away from a normocentric understanding of autism goes beyond questioning the supposed lack of social motivation of autistic people. It evokes subversion of the prevalence of intellectual disability even in non-verbal autism. It also challenges the perceived purposelessness of some restricted interests and repetitive behaviors, and instead interprets them as legitimate exploratory and learning-associated manifestations.

Cognitive gadgets and cognitive priors

2019 ◽  
Vol 42 ◽  
Author(s):  
Gian Domenico Iannetti ◽  
Giorgio Vallortigara
Keyword(s):  
Cognitive Neuroscience ◽  
Selection Of

Abstract Some of the foundations of Heyes’ radical reasoning seem to be based on a fractional selection of available evidence. Using an ethological perspective, we argue against Heyes’ rapid dismissal of innate cognitive instincts. Heyes’ use of fMRI studies of literacy to claim that culture assembles pieces of mental technology seems an example of incorrect reverse inferences and overlap theories pervasive in cognitive neuroscience.

Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits

2020 ◽  
Vol 5 (5) ◽  
pp. 1212-1220
Author(s):  
Krystal L. Werfel ◽  
Laura Peek ◽  
Gabriella Reynolds ◽  
Sydney Bassard
Keyword(s):  
Hearing Screening ◽  
Literacy Assessment ◽  
Poor Reading ◽  
Reading Deficits ◽  
Reading Impairment ◽  
Underlying Factor ◽  
Specific Reading ◽  
Comprehension Skills ◽  
Preliminary Study ◽  
Reading Impairments

Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

On the Prospects of a Cognitive Neuroscience

1985 ◽  
Vol 30 (8) ◽  
pp. 642-643
Author(s):  
Howard C. Hughes
Keyword(s):  
Cognitive Neuroscience

Cognitive Neuroscience: A Progress Report

PsycCRITIQUES ◽  
2015 ◽  
Vol 60 (14) ◽  
Author(s):  
Douglas A. Weldon
Keyword(s):  
Cognitive Neuroscience ◽  
Progress Report
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