Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control, and (e) individual differences (including dyslexia). Similar topics are discussed with respect to the other tasks examined. The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined. Theoretical and practical considerations concerning the use of eye movement data are also discussed. Many studies using eye movements to investigate cognitive processes have appeared over the past 20 years. In an earlier review, I (Rayner, 1978b) argued that since the mid-1970s we have been in a third era of eye movement research and that the success of research in the current era would depend on the ingenuity of researchers in designing interesting and informative

The development of reading skill and bases of developmental dyslexia were explored using connectionist models. Four issues were examined: the acquisition of phonological knowledge prior to reading, how this knowledge facilitates learning to read, phonological and non phonological bases of dyslexia, and effects of literacy on phonological representation. Compared with simple feedforward networks, representing phonological knowledge in an attractor network yielded improved learning and generalization. Phonological and surface forms of developmental dyslexia, which are usually attributed to impairments in distinct lexical and nonlexical processing “routes,” were derived from different types of damage to the network. The results provide a computationally explicit account of many aspects of reading acquisition using connectionist principles.

the properties of distributed network models, and support this account by demonstrating that an implemented simulation closely approximates the empirical findings despite the absence of expectancy-based processes and postlexical semantic matching. The results suggest that distributed network models can provide a viable single-mechanism account of lexical processing. Introduction It is well-established that people are faster and more accurate to read a word (e.g., BUTTER) when it is preceded by a related word (e.g., BREAD) compared with when it is preceded by an unrelated word (e.g., DOCTOR; The research was supported by an NIMH FIRST award (MH55628) to the first author and by NIMH Training Grant 5T32MH19102 and NICHD Grant 80258. The computational simulation was run using customized software written within the Xerion simulator (version 3.1) developed by Drew van Camp, Tony Plate, and Geoff Hinton at the Univers

Studies of developmental dyslexia using functional imaging techniques have found disrupted activation of the left angular gyrus, and functional connectivity analyses have demonstrated functional disconnection of this region in dyslexia. I review evidence suggesting that this disconnection may reflect disruption of white-matter tracts in the brain, which subserve communication between disparate regions of the cerebral cortex. A novel magnetic resonance imaging technique known as diffusion tensor imaging has been used to demonstrate a correlation between white matter structure and reading ability in both dyslexic and normal adults. These results could reflect either epigeneticallydetermined differences in white-matter structure or experience-dependent plasicity of white matter structure. The relation of white matter structure and reading ability may be mediated by the role of myelinated white matter in the rapid transmission of neural signals. Poldrack -- DTI and dyslexia 3 Reading is...

y ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primar- ily associated with problems in orthographic processing (Farmer & Klein, 1995). In contrast to the children, the adults showed a strong relation between rapid auditory ability and both orthographic and phonological processing. These results suggest that continued deficits in auditory ability may have a pervasive and negative impact on word processing in general. In addition, adults did not exhibit a relation between rapid visual ability and orthographic-processing problems. Orthographic-processing deficits may Requests for reprints should be sent to James R. Booth, Department of Communication Sciences and Disorders, Northwestern University, 2299 North Campus Drive, Evanston, IL 60208-3560. E-mail: j-booth@nwu.edu ORTHOGRAPHIC AND PHONOLOGICAL PROCESSING 103 102 BOOTH ET AL.<F11.86

ItPtT children (n 125) were classifiedint dyslexics, poor readers and ordinary readers. The dyslexics werefurtD4 classified int tt Boder and BakkersubtrPBD The children weretrePk wit tt form-resolving field (FRF), which measurescentre and peripheral visual recognit4P) Dyslexics show highercorrect identD--DzP) ofletDBz in tP periphery, supporty,tu notpo of a di#erent distnt)-4z oflat--z masking. A numerical charactPkzTBEP) of individual FRFs----C2R----reliablydist--C2R----re bett-- dyslexics and ordinary readers. The wider distkT----P) ofrecognit-zsimilar acrosstr various subtusP of dyslexia,suggest a general charactTBDP)- of visualperceptTTE and possibly adi#erent visual-at-TzPtDmode.

& Individuals with developmental language disabilities, including developmental dyslexia and specific language impairment (SLI), exhibit impairments in processing rapidly presented auditory stimuli. It has been hypothesized that these deficits are associated with concurrent deficits in speech perception and, in turn, impaired language development. Additionally, postmortem analyses of human dyslexic brains have revealed the presence of focal neocortical malformations such as cerebrocortical microgyria. In an initial study bridging these research domains, we found that male rats with induced microgyria were impaired in discriminating rapidly presented auditory stimuli. In order to further assess this anatomical-- behavioral association, we designed two experiments using auditory-reflex modification. These studies were intended to assess whether auditory processing deficits in microgyric male rats would be seen in threshold detection of a silent gap in white noise, and in oddball detection of a two-tone stimulus of variable duration. Results showed no differences between sham and microgyric subjects on gap detection, but did show that microgyric subjects were impaired in the discrimination of two-tone stimuli presented in an oddball paradigm. This impairment was evident for stimuli with total duration of 64 msec or less, while both groups were able to discriminate stimuli with duration of 89 msec or greater. The current results further support the relationship between malformations of the cerebral cortex and deficits in rapid auditory processing. They also suggest that the parameters characterizing rapid auditory processing deficits for a specific task may be influenced by stimulus features and/or cognitive demand of that particular task. &

nimal information-processing model of this `initial state' with respect to the task of reading acquisition. In this and other models, the components are usually justified by psycholinguistic and neuropsychological data which is reported in Hillis and Rapp (see also Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; Levelt, Roelofs, & Meyer, 1999; Morton, 1969, 1980; Ramus, 2001). One important aspect of this model is the distinction between the phonological lexicon and sublexical phonological representations, the latter being a temporary store for anything that can be represented in a phonological format and articulated, including words, phrases and nonsense sequences of phonological units (e.g., nonwords). Internally representing the set of written symbols means creating an orthographic lexicon, and those new representations need to be connected with the corresponding items in the semantic and phonological lexicons. Moreover, phonological representations are combinatorial: they are m

Given mounting evidence that auditory, visual and/or motor dysfunction do not cause developmental dyslexia, but are often associated with it, the present paper proposes a new neurological model of dyslexia which explains how a specific phonological deficit might arise, and sometimes occur together with a more general sensorimotor syndrome. Based on a comprehensive review of the neurology of dyslexia, the model specifies that: 1) Genetically determined focal cortical anomalies in specific left perisylvian language areas are the underlying cause of the phonological deficit; 2) This phonological deficit is the primary cause of reading impairment; 3) Under certain hormonal conditions during gestation, these cortical anomalies induce secondary disruption in sensory pathways, notably in the thalamus. 4) When this happens, the individual affected displays one or several components of a sensorimotor syndrome, which may in some cases aggravate the reading impairment.

Given mounting evidence that auditory, visual and/or motor dysfunction may not cause developmental dyslexia, but are often associated with it, the present paper proposes a new neurological model of dyslexia which explains how a specific phonological deficit might arise, and sometimes occur together with a more general sensorimotor syndrome. Based on a review of the neurology of dyslexia, the model specifies that: 1) Genetically determined focal cortical anomalies in specific left perisylvian language areas are the underlying cause of the phonological deficit; 2) This phonological deficit is the primary cause of reading impairment; 3) Under certain hormonal conditions during gestation, these cortical anomalies induce secondary disruption in sensory pathways, notably in the thalamus. The disruption may even extend to further areas, like the posterior parietal cortex and even the cerebellum; 4) When this happens, the individual affected displays one or several components of a sensorimotor syndrome, which may in some cases aggravate the reading impairment. The model generalises to specific language impairment and possibly to other domain-specific developmental disorders, each particular disorder being characterised by the specific location of the brain anomalies.