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The structure and dynamics of normal language processing: Insights from neuroimaging

100%
Heim S.
Acta Neurobiologiae Experimentalis
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2005
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vol. 65
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issue 1
95-116
EN
This paper reviews current psycholinguistic and neuroimaging evidence on language processing with particular focus on the relationship between production and comprehension. In the first part, different methods of psycholinguistic research are introduced and examples for psycholinguistic models (production: Levelt et al. 1999; comprehension: Friederici 2002) are sketched. In the second part, the neural correlates of semantic, phonological, and syntactic processing are reviewed. For semantics and phonology there seem to be different fronto-temporal networks which are shared in production and comprehension. The results for the processing of syntactic information are not entirely conclusive. Yet the data reveal that phonological strategies may be used in syntactic tasks. This finding opens the discussion of alternative, phonology-based strategies for language processing. Such strategies are accounted for by dual-route models featuring one direct and one indirect route which often involves phonological processing. This insight leads to some tentative conclusions about remediation strategies in dyslexics with selective (e.g., phonological) deficits.
2
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Cognitive subtypes of dyslexia

84%
Heim S., Tschierse J., Amunts K., Wilms M., Vossel S., Willmes K., Grabowska A., Huber W.
Acta Neurobiologiae Experimentalis
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2008
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vol. 68
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issue 1
73-82
EN
Different theories conceptualise dyslexia as either a phonological, attentional, auditory, magnocellular, or automatisation deficit. Such heterogeneity suggests the existence of yet unrecognised subtypes of dyslexics suffering from distinguishable deficits. The purpose of the study was to identify cognitive subtypes of dyslexia. Out of 642 children screened for reading ability 49 dyslexics and 48 controls were tested for phonological awareness, auditory discrimination, motion detection, visual attention, and rhythm imitation. A combined cluster and discriminant analysis approach revealed three clusters of dyslexics with different cognitive deficits. Compared to reading-unimpaired children cluster no. 1 had worse phonological awareness; cluster no. 2 had higher attentional costs; cluster no. 3 performed worse in the phonological, auditory, and magnocellular tasks. These results indicate that dyslexia may result from distinct cognitive impairments. As a consequence, prevention and remediation programmes should be specifically targeted for the individual child's deficit pattern.
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