Disentangling Dyslexia by Vender, Maria -- Read -- Imperial Library of Trantor

Index

Cover Title Copyright About the author About the book This eBook can be cited Contents Acknowledgments Preface Chapter 1. An Introduction To Developmental Dyslexia

1. Introduction 2. On the difficulty to find a comprehensive definition of Developmental Dyslexia 3. Manifestations of Developmental Dyslexia

3.1. Reading difficulties

3.1.1. A theoretical approach to reading: the Dual-Route Model 3.1.2. The development of reading: Frith’s model of learning to read

3.2. Spelling difficulties 3.3. Phonological deficits 3.4. Vocabulary development and lexical retrieval 3.5. Grammatical deficits

3.5.1. The Interpretation of Tough Sentences 3.5.2. The Interpretation of Pronouns 3.5.3. Comprehension and Production of Relative Clauses 3.5.4. The Interpretation of Passive Sentences 3.5.5. The Interpretation of Grammatical Aspect 3.5.6. Morphosyntactic Agreement

3.6. Attention deficits 3.7. Motor deficits

4. Precursors of Dyslexia 5. Summary and Conclusions

Chapter 2. Developmental Dyslexia: Theoretical Perspectives

1. Introduction 2. The Visual Deficit Hypothesis 3. The Auditory Deficit Hypothesis 4. The Magnocellular Deficit Hypothesis

4.1. The Magnocellular Systems and its disruption in Dyslexia 4.2. Reading deficits as a consequence of magnocellular disorders

5. The Phonological Deficit Hypothesis

5.1. Deficit or delay? The Developmental Lag Hypothesis 5.2. Phonological deficits causing or caused by poor reading? 5.3. Underspecified phonological representations or difficulties in accessing them? 5.4. Strengths and weaknesses of the Phonological Deficit Hypothesis

6. The Double Deficit Hypothesis 7. The Working Memory Deficit Hypothesis

7.1. What is Working Memory? 7.2. Baddeley and Hitch’s Original Model of Working Memory

7.2.1. The Phonological Loop

7.2.1.1. The Phonological Loop and Language Competence: evidence from language disordered and language gifted people

7.2.2. The Visuo-Spatial Sketchpad 7.2.3. The Central Executive 7.2.4. The Episodic Buffer

7.3. Baddeley’s revised Model of Working Memory 7.4. Working Memory and Development 7.5. Working Memory, Cognitive Skills and Neuro-developmental Disorders 7.6. Working Memory and Dyslexia

8. Summary and Conclusions

Chapter 3. Working Memory Skills In Developmental Dyslexia

1. Introduction 2. Participants 3. General Design and Procedure

3.1. Tasks assessing the functioning of the Phonological Loop

3.1.1. Digit Recall 3.1.2. Word List Matching 3.1.3. Word List Recall 3.1.4. Nonword List Recall

3.2. Tasks assessing the functioning of the Visuo-Spatial Sketchpad

3.2.1. Block Recall 3.2.2. Mazes Memory

3.3. Tasks assessing the functioning of the Central Executive

3.3.1. Listening Recall 3.3.2. Counting Recall 3.3.3. Backward Digit Recall

4. Results

4.1. The Phonological Loop 4.2. The Visuo-Spatial Sketchpad 4.3. The Central Executive

5. General Discussion 6. Summary and Conclusions

Chapter 4. The Phonological and Executive Working Memory Deficit Hypothesis

1. Introduction 2. Working Memory and Human Cognition 3. Working Memory and Language Comprehension

3.1. The comprehension of garden path and ambiguous sentences 3.2. The comprehension of object relative clauses 3.3. Further evidence in favor of the Capacity Constrained Comprehension Theory: extrinsic memory load and distance effects 3.4. Is there a general verbal Working Memory or a specific and independent WM for language comprehension?

4. The Phonological and Executive Working Memory Deficit Hypothesis

4.1. How the hypothesis explains reading and spelling deficits 4.2. How the hypothesis explains phonological deficits 4.3. How the hypothesis explains vocabulary and naming deficits 4.4. How the Phonological and Executive Working Memory Deficit Hypothesis explains grammatical deficits

4.4.1. The Interpretation of Tough Sentences 4.4.2. The interpretation of pronouns 4.4.3. The Interpretation of Relative Clauses 4.4.4. The Interpretation of Passive Sentences 4.4.5. The Interpretation of Grammatical Aspect

4.5. How the hypothesis accounts for morphosyntactic deficits 4.6. How the hypothesis accounts for attention deficits

5. Summary and Conclusions

Chapter 5. The Computation of Scalar Implicatures in Developmental Dyslexia

1. Introduction 2. What are Scalar Implicatures?

2.1. The interpretation of scalar expressions in downward entailing contexts

3. The computation of scalar implicatures: the Structural and the Pragmatic Approach

3.1. Experimental studies assessing Scalar Implicatures’ computation

3.1.1. The computation of Scalar Implicatures in children: acquisitional data 3.1.2. The computation of Scalar Implicatures in adults: experimental data

3.2. The Reference-Set Computation

4. Experimental Protocol

4.1. Experiment 1: a statement evaluation task

4.1.1. Participants 4.1.2. Design and Procedure 4.1.3. Results 4.1.4. Discussion

4.2. Experiment 2: the interpretation of quantifiers

4.2.1. Participants 4.2.2. Design and Procedure 4.2.3. Results 4.2.4. Discussion

4.3. Experiment 3: the interpretation of frequency adverbs

4.3.1. Participants 4.3.2. Design and Procedure 4.3.3. Results 4.3.4. Discussion

4.4. Experiment 4: The interpretation of disjunction

4.4.1. Participants 4.4.2. Design and Procedure 4.4.3. Results 4.4.4. Discussion

4.5. Experiment 5: A Felicity Judgment Task

4.5.1. Participants 4.5.2. Design and Procedure 4.5.3. Results 4.5.4. Discussion

5. General discussion 6. Summary and Conclusions

Chapter 6. The Interpretation of Negation in Developmental Dyslexia

1. Introduction 2. The semantics of negation

2.1. Negation in classical logic 2.2. Negation and presuppositions 2.3. Markedness of negation

3. Processing of negation

3.1. The earlier experimental studies on negation: Wason (1961) and Carpenter and Just (1975) 3.2. First solutions: Wason’s “context of plausible denial” and the pragmatic theory of negation 3.3. Carpenter and Just’s Psycholinguistic Model of Sentence Verification 3.4. Negation and Accessibility 3.5. Kaup, Lüdtke and Zwaan (2007): The Two-Step Simulation Hypothesis 3.6. An original proposal to account for the processing of negation in sentence-picture verification tasks: The Model of Sentence-Picture Match Processing for Negative Sentences

4. Experimental Protocol

4.1. Participants 4.2. Design and Procedure

4.2.1. Experiment 1: The interpretation of negative sentences 4.2.2. Experiment 2 – The interpretation of passive negative sentences

4.3. Results

4.3.1. Results of Experiment 1 4.3.2. Results of Experiment 2

4.4. General Discussion

5. Summary and Conclusions

Chapter 7. The Interpretation of Pronominal Expressions in Developmental Dyslexia

1. Introduction 2. The interpretation of referential expressions in the Accessibility Theory

2.1. How the Accessibility Theory works 2.2. Processing costs of Accessibility Theory 2.3. The interpretation of zero pronouns and phonetically realized pronouns

3. Processing costs of zero pronouns’ and phonetically realized pronouns’ resolution: A proposal 4. Experimental Protocol

4.1. Participants 4.2. Design and Procedure 4.3. Results 4.4. Discussion

5. Summary and Conclusions

Chapter 8. Concluding Remarks

1. Introduction 2. The Cerebellar Deficit Hypothesis

2.1. Ullman’s Declarative/Procedural Model

3. The Phonological and Executive Working Memory Deficit Hypothesis and the Cerebellar Deficit Hypothesis: a comparison between the two hypotheses 4. Summary and Conclusions

References Series Index

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