The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Disruption of the neural response to rapid acoustic stimuli in dyslexia: Evidence from functional MRI
Open accessAbstract
The biological basis for developmental dyslexia remains unknown. Research has suggested that a fundamental deficit in dyslexia is the inability to process sensory input that enters the nervous system rapidly and that deficits in processing rapid acoustic information are associated with impaired reading. Functional magnetic resonance imaging (fMRI) was used to identify the brain basis of rapid acoustic processing in normal readers and to discover the status of that response in dyslexic readers. Normal readers showed left prefrontal activity in response to rapidly changing, relative to slowly changing, nonlinguistic acoustic stimuli. Dyslexic readers showed no differential left frontal response. Two dyslexic readers participated in a remediation program and showed increased activity in left prefrontal cortex after training. These fMRI results identify left prefrontal regions as normally being sensitive to rapid relative to slow acoustic stimulation, insensitive to the difference between such stimuli in dyslexic readers, and plastic enough in adulthood to develop such differential sensitivity after intensive training.
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Cites
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Self-citationTemporal Processing Deficits of Language-Learning Impaired Children Ameliorated by Training
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Self-citationFunctional disruption in the organization of the brain for reading in dyslexia
Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., Shankweiler, D. P., Liberman, A. M., Skudlarski, P., Fletcher, J. M., et al. (1998) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.95.5.2636 · Cited by 872
Lateralization of speech and auditory temporal processing
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Cited by
Model of autism: increased ratio of excitation/inhibition in key neural systems
Rubenstein, J. L. R., & Merzenich, M. M. (2003) · Genes, Brain and Behavior · doi:10.1034/j.1601-183x.2003.00037.x · Cited by 2,768
Self-citationDevelopmental Dyslexia and Specific Language Impairment: Same or Different?
Bishop, D. V. M., & Snowling, M. J. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.6.858 · Cited by 1,356
A time to think: circadian rhythms in human cognition
Schmidt, C., Collette, F., Cajochen, C., & Peigneux, P. (2007) · Cognitive Neuropsychology · doi:10.1080/02643290701754158 · Cited by 778
Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., Holahan, J. M., Marchione, K. E., et al. (2004) · Biological Psychiatry · doi:10.1016/j.biopsych.2003.12.019 · Cited by 613
Improving language and literacy is a matter of time
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Metadata
- Authors
- Temple, E., Poldrack, R. A., Protopapas, A., Nagarajan, S., Salz, T., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E.
- Venue
- Proceedings of the National Academy of Sciences
- Published
- 2000-11-28
- Volume
- 97
- Issue
- 25
- Pages
- 13907-13912
- ISSN
- 0027-8424 (ISSN-L)
- 1091-6490
- OpenAlex
- W2055839817
- Cited by
- 260
- References
- 5
- FWCI
- 33.18
- Type
- journal article
- Language
- en
- Open access
- green
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- Temple, E., Poldrack, R. A., Protopapas, A., Nagarajan, S., Salz, T., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E. (2000). Disruption of the neural response to rapid acoustic stimuli in dyslexia: Evidence from functional MRI. Proceedings of the National Academy of Sciences. https://doi.org/10.1073/pnas.240461697
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