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

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...

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...

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.

Higher Mental Functions of the Brain: Language

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...

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...

Cognitive Development During Adulthood

Cognitive Development During Adulthood

Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...

You might also read

Related Articles

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

Sort by

Same author

The Fabrication of Requisite, Durable, Printed Upper Extremity Orthoses Through Innovative Means in an Austere Environment.

Military medicine·2025

Same author

Bond Strength of a Self-Adhesive Universal Resin Cement to Enamel and Dentin with or without an Adhesive Bonding Agent.

Journal of clinical and experimental dentistry·2025

Same author

Dental erosion as an indicator of gastroesophageal reflux disease.

General dentistry·2022

Same author

Canal-otolith interactions alter the perception of self-motion direction.

Attention, perception & psychophysics·2019

Same author

Cognitive Rehabilitation in Bilateral Vestibular Patients: A Computational Perspective.

Frontiers in neurology·2018

Same author

Vestibular cognition: the effect of prior belief on vestibular perceptual decision making.

Journal of neurology·2017

Search research articles

Related Experiment Video

Updated: Apr 29, 2026

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

Visual word learning in adults with dyslexia.

Rosa K W Kwok¹, Andrew W Ellis¹

¹Department of Psychology, University of York York, UK.

Frontiers in Human Neuroscience

|May 17, 2014

Summary

Young adults with dyslexia struggle with both pronouncing new words and learning new written words. Their decoding skills are less effective, requiring more practice to achieve reading fluency compared to typical readers.

Keywords:

dyslexia phonological awareness reading repetition word learning word length working memory

More Related Videos

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Related Experiment Videos

Last Updated: Apr 29, 2026

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Area of Science:

Cognitive Psychology
Neuroscience
Educational Psychology

Background:

Dyslexia is a common learning difficulty affecting reading.
Understanding word learning processes in dyslexia is crucial for targeted interventions.

Purpose of the Study:

To investigate word learning abilities in university and college students with dyslexia compared to typical readers.
To identify factors predicting decoding and word learning in this population.

Main Methods:

Participants (dyslexic and control) read aloud nonwords across repeated trials and two sessions.
A psychological test battery assessed reading, spelling, vocabulary, phonological awareness, working memory, nonverbal ability, and motor speed.
Regression analyses examined predictors of decoding and word learning.

Main Results:

Dyslexic students were slower at reading nonwords and showed a larger length effect, indicating weaker decoding skills.
Dyslexics required more nonword presentations to overcome the length effect, demonstrating slower word learning.
Decoding was predicted by literacy scores, while word learning was predicted by vocabulary and working memory.

Conclusions:

Young adults with dyslexia exhibit deficits in both novel word pronunciation and new word learning.
Vocabulary and working memory are key factors in the word learning process for dyslexic individuals.