Regular ArticleInhibitory Mechanisms of Neural and Cognitive Control: Applications to Selective Attention and Sequential Action
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Enhancement of visual dominance effects at the response level in children with attention-deficit/hyperactivity disorder
2024, Journal of Experimental Child PsychologyMediated semantic priming interference in toddlers as seen through pupil dynamics
2021, Journal of Experimental Child PsychologyNon-linear spelling in writing after a pure cerebellar lesion.
2019, NeuropsychologiaCitation Excerpt :Several studies have shed light on certain components of written language skills that may be differentially impaired by brain damage (Caramazza et al., 1987). The most common deficits in processing written language (i.e., agraphia) result from damage to the graphemic buffer system, which combines both information on the lexicon for familiar words and a phonology-to-orthography mapping system for spelling conversion (Houghton, 1990, 1994; Houghton et al., 1994; Houghton and Tipper, 1996; Glasspool and Houghton, 2005) and is part of a more general “Spelling Model” (Caramazza et al., 1987). Typically, patients with graphemic buffer output (GOB) disorder are characterized by semantic paragraphias (i.e., substitution, omission or displacement of letters, syllables or words in a sentence), derivational errors (Hatfield, 1985), deletion errors in words of all lengths (i.e., “ABCD” becomes “ACD”) (Katz, 1991; Costa et al., 2011), errors in phoneme-graphene conversion (i.e., vocal patterns are not synchronized with the same letters in writing, but with letters that have a similar sound, so “ABCDEF” becomes “APCDEV”), imaginability and grammatical class effects (Ward and Romani, 1998), errors in the final part of the word and word-length effects (i.e., presence of classical errors, such as an insertion, deletion or substitution in the last parts of the words, especially in words of at least 6 letters such as “ABCDEFG”) (Schiller et al., 2001), substitutions (i.e., “ABCD” becomes “ABXD”), deletion errors and fragment responses that preserve the first letter (i.e., “ABCDE” becomes “ABD”) (Cipolotti et al., 2004; Schubert and Nickels, 2015), or selective impairment of consonants (i.e., “ABCCI” becomes “AB__I”) (Miceli et al., 2004).
Transcutaneous vagus nerve stimulation does not affect attention to fearful faces in high worriers
2019, Behaviour Research and Therapy