Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Visual Agnosia

Visual Agnosia

Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round end"...

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

Visual System

Visual System

Light enters the eye through the cornea, a transparent, dome-shaped surface covering the surface of the eyeball that helps to direct and focus incoming light. This light is then channeled toward the pupil, an adjustable opening whose size is controlled by the iris. The iris, a pigmented muscle, regulates the amount of light entering the eye by contracting or dilating the pupil, thereby ensuring optimal light levels for clear vision.
Once through the pupil, the light passes through the lens, a...

Sensory Modalities

Sensory Modalities

Sensation typically is the process by which the sensory receptors and sense organs detect stimuli from the internal and external environment and transmit this information to the central nervous system for processing.
General senses refer to the broad category of sensory information detected by receptors in the body and can be further grouped into somatic and visceral senses. Somatic sensations include touch, pressure, temperature, and pain and are essential for navigating our environment and...

Synesthesia

Synesthesia

Synesthesia is a remarkable condition where stimulation of one sensory or cognitive pathway leads to automatic, involuntary experiences in a second sensory or cognitive pathway. People with synesthesia experience a blending or crossing of their senses, such as sight and sound, leading to cross-modal sensations. In this condition, the stimulation of one sense, such as hearing a number or musical note, triggers an experience of another sense, like sensing a specific color, taste, or smell. People...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

No electrophysiological evidence for semantic processing during inattentional blindness.

NeuroImage·2024

Same author

Supervising the self-driving car: Situation awareness and fatigue during highly automated driving.

Accident; analysis and prevention·2023

Same author

Can degrading information about patient symptoms in vignettes alter clinical reasoning in paramedics and paramedic students? An experimental application of fuzzy trace theory.

Australasian emergency care·2023

Same author

Fluency and confidence predict paramedic diagnostic intuition: An experimental study of applied dual-process theory.

International emergency nursing·2022

Same author

Identifying objective behavioural measures of expert driver situation awareness.

Accident; analysis and prevention·2021

Same author

Identifying Interactive Factors That May Increase Crash Risk between Young Drivers and Trucks: A Narrative Review.

International journal of environmental research and public health·2021

Search research articles

Related Experiment Video

Updated: Jun 13, 2026

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Published on: May 15, 2019

Spelling and reading: using visual sensitivity to explore shared or separate orthographic representations.

Kristen Pammer¹, Ellen Connell, Alison Kevan

¹School of Psychology, Australian National University, Canberra, ACT 0200, Australia. Kristen.Pammer@anu.edu.au

|May 15, 2010

Summary

This summary is machine-generated.

Reading and spelling may not use the same brain mechanisms. New research suggests distinct visual processing pathways support reading versus spelling abilities, challenging theories of shared orthographic representations.

More Related Videos

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Published on: June 29, 2021

Training Synesthetic Letter-color Associations by Reading in Color

Training Synesthetic Letter-color Associations by Reading in Color

Published on: February 20, 2014

Related Experiment Videos

Last Updated: Jun 13, 2026

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Published on: May 15, 2019

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Published on: June 29, 2021

Training Synesthetic Letter-color Associations by Reading in Color

Training Synesthetic Letter-color Associations by Reading in Color

Published on: February 20, 2014

Area of Science:

Neuroscience
Cognitive Psychology
Visual Processing

Background:

Conflicting evidence exists regarding shared neurocognitive mechanisms for reading and spelling.
Orthographic processing is crucial for reading, with sensitivity to visual spatial-frequency doubling (FD) previously linked to reading ability.

Purpose of the Study:

To investigate whether reading and spelling utilize common or distinct neurocognitive resources.
To determine if sensitivity to visual spatial-frequency doubling (FD) predicts both reading and spelling ability.

Main Methods:

A double dissociation paradigm was employed using a spatial-frequency doubling (FD) task and a visual control task.
Participants included individuals with poor reading and/or spelling skills.
Sensitivity to the FD task (visual dorsal stream) and control task were correlated with reading and spelling abilities.

Main Results:

Sensitivity to the FD task predicted reading ability but not spelling ability.
The visual control task predicted spelling ability but not reading ability.
A double dissociation was observed between reading and spelling performance.

Conclusions:

The findings support a dual-orthographic model, proposing separate orthographic representations for reading and spelling.
This suggests distinct neurocognitive mechanisms underlie reading and spelling processes.