Paradoxical enhancement of letter recognition in developmental dyslexia

Developmental Neuropsychology

Volumn 31, Issue 1, 2007, Pages 61-77

  Lachmann, Thomas ^a,b   Van Leeuwen, Cees ^b  

^a Rheinland Pfälzische Technische Universität Kaiserslautern Landau   (Germany)

^b RIKEN BRAIN SCIENCE INSTITUTE   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

ACCURACY; ARTICLE; CLINICAL ARTICLE; COGNITION; COORDINATION; DYSLEXIA; FEMALE; HUMAN; INTELLIGENCE; LANGUAGE ABILITY; MALE; PHONETICS; PRIORITY JOURNAL; READING; RECOGNITION; RESPONSE TIME; SCHOOL CHILD; STANDARD; STATISTICAL ANALYSIS; SYMBOLISM; TASK PERFORMANCE; TRAINING; VISUAL CORTEX; VISUAL IMPAIRMENT;

ATTENTION; CHILD; DISCRIMINATION LEARNING; DYSLEXIA; FEMALE; HUMANS; MALE; ORIENTATION; PATTERN RECOGNITION, VISUAL; REACTION TIME; READING; REFERENCE VALUES; SEMANTICS;

EID: 33847645830     PISSN: 87565641     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15326942dn3101_4     Document Type: Article

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