The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
What Phonological Deficit?
Abstract
We review a series of experiments aimed at understanding the nature of the phonological deficit in developmental dyslexia. These experiments investigate input and output phonological representations, phonological grammar, foreign speech perception and production, and unconscious speech processing and lexical access. Our results converge on the observation that the phonological representations of people with dyslexia may be intact, and that the phonological deficit surfaces only as a function of certain task requirements, notably short-term memory, conscious awareness, and time constraints. In an attempt to reformulate those task requirements more economically, we propose that individuals with dyslexia have a deficit in access to phonological representations. We discuss the explanatory power of this concept and we speculate that a similar notion might also adequately describe the nature of other associated cognitive deficits when present.
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Cites
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303 · cited 2×
“This does not excuse us from testing a more representative sample of children with ageappropriate tasks, but this was considered a second step after having delineated the most promising hypotheses to warrant confirmation in children.”
BackgroundDevelopmental dyslexia: specific phonological deficit or general sensorimotor dysfunction?
Ramus, F. (2003) · Current Opinion in Neurobiology · doi:10.1016/s0959-4388(03)00035-7 · Cited by 812
Self-citationDeficits in perceptual noise exclusion in developmental dyslexia.
Sperling, A. J., Lu, Z.-L., Manis, F. R., & Seidenberg, M. S. (2005) · Nature Neuroscience · doi:10.1038/nn1474 · Cited by 296
Dyslexia and the failure to form a perceptual anchor
Ahissar, M., Lubin, Y., Putter-Katz, H., & Banai, K. (2006) · Nature Neuroscience · doi:10.1038/nn1800 · Cited by 245
Kouider, S., & Dupoux, E. (2005) · Psychological Science · doi:10.1111/j.1467-9280.2005.01584.x · Cited by 100
Cited by
Peterson, R. L., & Pennington, B. F. (2012) · The Lancet · doi:10.1016/s0140-6736(12)60198-6 · Cited by 759
Specific Learning Disorder: Prevalence and Gender Differences
Moll, K., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Körne, G. (2014) · PLoS ONE · doi:10.1371/journal.pone.0103537 · Cited by 378
Dyscalculia and dyslexia in adults: cognitive bases of comorbidity
Wilson, A. J., Andrewes, S. G., Struthers, H., Rowe, V. M., Bogdanovic, R., & Waldie, K. E. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.11.017 · Cited by 144
Eisner, F., McGettigan, C., Faulkner, A., Rosen, S., & Scott, S. K. (2010) · The Journal of Neuroscience · doi:10.1523/jneurosci.4040-09.2010 · Cited by 108
Heth, I., & Lavidor, M. (2015) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2015.02.022 · Cited by 79
Metadata
- Authors
- Ramus, F., & Szenkovits, G.
- Venue
- Quarterly Journal of Experimental Psychology
- Publisher
- SAGE Publications
- Published
- 2008-01
- Volume
- 61
- Issue
- 1
- Pages
- 129-141
- ISSN
- 0033-555X (ISSN-L)
- 1747-0218
- 1747-0226
- OpenAlex
- W2149232496
- Cited by
- 644
- References
- 5
- FWCI
- 29.90
- Type
- journal article
- Language
- en
- Open access
- closed
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