Face and object visual processing linked to literacy: a longitudinal study

Detalhes bibliográficos
Autor(a) principal: Franco, Ana
Data de Publicação: 2015
Outros Autores: Leite, Isabel, Carvalho, Cristina, deGelder, Beatrice, Morais, José, Kolinsky, Régine
Tipo de documento: Artigo de conferência
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/18035
Resumo: Reading is a cultural invention too recent to involve dedicated genetic or developmental mechanisms. It has been proposed that reading partly recycles pre-existing brain systems (neural recycling hypothesis, Dehaene, 2004). This hypothesis is supported by fMRI studies. Reading acquisition does not only lead to the development of a strong response to written materials in the left fusiform gyrus, the "visual word form area" (VWFA, Cohen et al., 2000; Dehaene & Cohen, 2011), but also reorganizes the ventral visual system: it competes with the cortical representation of other visual objects, especially faces, with less left and more right fusiform activation to faces in literates compared to illiterates (Dehaene et al., 2010). However, little is known about the behavioural consequences of this brain reorganization. How is face processing affected by literacy? One possibility could be that the stronger right-hemispheric lateralization for face processing in literates implies more holistic processing of faces. Alternatively, literacy may lead to a dynamic and flexible tuning of face processing (Harris & Aguirre, 2010). As a result, the depth with which a face is holistically encoded could depend on the nature of the task (Gao, Flevaris, Robertson & Bentin, 2011). To examine these possibilities, nine adult illiterate females participated in a longitudinal study in which they were offered an intensive alphabetization course for three months. Meanwhile, the evolution of reading skills as well as their memory for and sensitivity to configural vs. local properties of faces (and other objects) was measured. Participants were tested five times: two times before starting the literacy classes (pre-tests), two during the literacy classes, and finally after they completed the course. Results will be presented at the conference.
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spelling Face and object visual processing linked to literacy: a longitudinal studyReading AcquisitionFace RecognitionHolistic ProcessingReading is a cultural invention too recent to involve dedicated genetic or developmental mechanisms. It has been proposed that reading partly recycles pre-existing brain systems (neural recycling hypothesis, Dehaene, 2004). This hypothesis is supported by fMRI studies. Reading acquisition does not only lead to the development of a strong response to written materials in the left fusiform gyrus, the "visual word form area" (VWFA, Cohen et al., 2000; Dehaene & Cohen, 2011), but also reorganizes the ventral visual system: it competes with the cortical representation of other visual objects, especially faces, with less left and more right fusiform activation to faces in literates compared to illiterates (Dehaene et al., 2010). However, little is known about the behavioural consequences of this brain reorganization. How is face processing affected by literacy? One possibility could be that the stronger right-hemispheric lateralization for face processing in literates implies more holistic processing of faces. Alternatively, literacy may lead to a dynamic and flexible tuning of face processing (Harris & Aguirre, 2010). As a result, the depth with which a face is holistically encoded could depend on the nature of the task (Gao, Flevaris, Robertson & Bentin, 2011). To examine these possibilities, nine adult illiterate females participated in a longitudinal study in which they were offered an intensive alphabetization course for three months. Meanwhile, the evolution of reading skills as well as their memory for and sensitivity to configural vs. local properties of faces (and other objects) was measured. Participants were tested five times: two times before starting the literacy classes (pre-tests), two during the literacy classes, and finally after they completed the course. Results will be presented at the conference.European Society for Cognitive Psychology2016-03-14T16:30:57Z2016-03-142015-09-17T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjecthttp://hdl.handle.net/10174/18035http://hdl.handle.net/10174/18035porsimnaosimafranco@ulb.ac.beimss@uevora.ptcristina.carvalho@gmail.comB.deGelder@maastrichtuniversity.nlJose.Junca.De.Morais@ulb.ac.beKolinsky.Regine@ulb.ac.beFranco, AnaLeite, IsabelCarvalho, CristinadeGelder, BeatriceMorais, JoséKolinsky, Régineinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:05:52Zoai:dspace.uevora.pt:10174/18035Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:09:59.739285Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Face and object visual processing linked to literacy: a longitudinal study
title Face and object visual processing linked to literacy: a longitudinal study
spellingShingle Face and object visual processing linked to literacy: a longitudinal study
Franco, Ana
Reading Acquisition
Face Recognition
Holistic Processing
title_short Face and object visual processing linked to literacy: a longitudinal study
title_full Face and object visual processing linked to literacy: a longitudinal study
title_fullStr Face and object visual processing linked to literacy: a longitudinal study
title_full_unstemmed Face and object visual processing linked to literacy: a longitudinal study
title_sort Face and object visual processing linked to literacy: a longitudinal study
author Franco, Ana
author_facet Franco, Ana
Leite, Isabel
Carvalho, Cristina
deGelder, Beatrice
Morais, José
Kolinsky, Régine
author_role author
author2 Leite, Isabel
Carvalho, Cristina
deGelder, Beatrice
Morais, José
Kolinsky, Régine
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Franco, Ana
Leite, Isabel
Carvalho, Cristina
deGelder, Beatrice
Morais, José
Kolinsky, Régine
dc.subject.por.fl_str_mv Reading Acquisition
Face Recognition
Holistic Processing
topic Reading Acquisition
Face Recognition
Holistic Processing
description Reading is a cultural invention too recent to involve dedicated genetic or developmental mechanisms. It has been proposed that reading partly recycles pre-existing brain systems (neural recycling hypothesis, Dehaene, 2004). This hypothesis is supported by fMRI studies. Reading acquisition does not only lead to the development of a strong response to written materials in the left fusiform gyrus, the "visual word form area" (VWFA, Cohen et al., 2000; Dehaene & Cohen, 2011), but also reorganizes the ventral visual system: it competes with the cortical representation of other visual objects, especially faces, with less left and more right fusiform activation to faces in literates compared to illiterates (Dehaene et al., 2010). However, little is known about the behavioural consequences of this brain reorganization. How is face processing affected by literacy? One possibility could be that the stronger right-hemispheric lateralization for face processing in literates implies more holistic processing of faces. Alternatively, literacy may lead to a dynamic and flexible tuning of face processing (Harris & Aguirre, 2010). As a result, the depth with which a face is holistically encoded could depend on the nature of the task (Gao, Flevaris, Robertson & Bentin, 2011). To examine these possibilities, nine adult illiterate females participated in a longitudinal study in which they were offered an intensive alphabetization course for three months. Meanwhile, the evolution of reading skills as well as their memory for and sensitivity to configural vs. local properties of faces (and other objects) was measured. Participants were tested five times: two times before starting the literacy classes (pre-tests), two during the literacy classes, and finally after they completed the course. Results will be presented at the conference.
publishDate 2015
dc.date.none.fl_str_mv 2015-09-17T00:00:00Z
2016-03-14T16:30:57Z
2016-03-14
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afranco@ulb.ac.be
imss@uevora.pt
cristina.carvalho@gmail.com
B.deGelder@maastrichtuniversity.nl
Jose.Junca.De.Morais@ulb.ac.be
Kolinsky.Regine@ulb.ac.be
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dc.publisher.none.fl_str_mv European Society for Cognitive Psychology
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