Neuromagnetic and psycholinguistic investigations of lexical access: How can cognitive science contribute to education research on literacy?

Abstract

Event Abstract Back to Event Neuromagnetic and psycholinguistic investigations of lexical access: How can cognitive science contribute to education research on literacy? Diogo Almeida1* 1 New York University Abu Dhabi, Psychology, United Arab Emirates Visual word recognition is a domain of inquiry that interests cognitive scientists and education researchers alike, and it is one of the basic skills involved in literacy. I will present recent work done in the domain of visual word recognition using MEG that attempts to find reliable indices of successful lexical retrieval in brain data and discuss the potential applications of findings like these in literacy research. Namely, I will suggest that some of the findings in the cognitive neuroscience of visual word recognition may provide new insights and diagnostic tools to researchers interested in evaluating the quality and trajectory of literacy acquisition, both in neurotypical and special populations. I will also present recent psycholinguistic work done in visual word recognition in Arabic which indicates that the the end state of the acquisition of literacy may exhibit substantial qualitative cross-linguistic variation. This variation stems largely from particularities of different writing systems and their mapping to linguistic representations. If correct, this conclusion presents a potential challenge to the use of language-independent metrics to gage the acquisition of literacy in educational settings. Keywords: MEG, literacy, Arabic, lexical access, Psycholinguistics Conference: International Conference - Educational Neuroscience, Abu Dhabi, United Arab Emirates, 28 Feb - 29 Feb, 2016. Presentation Type: Oral Presentation (invited speakers only) Topic: Educational Neuroscience Citation: Almeida D (2016). Neuromagnetic and psycholinguistic investigations of lexical access: How can cognitive science contribute to education research on literacy?. Front. Neurosci. Conference Abstract: International Conference - Educational Neuroscience. doi: 10.3389/conf.fnins.2016.92.00006 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 10 Feb 2016; Published Online: 23 Mar 2016. * Correspondence: PhD. Diogo Almeida, New York University Abu Dhabi, Psychology, Abu Dhabi, United Arab Emirates, diogo@nyu.edu Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Diogo Almeida Google Diogo Almeida Google Scholar Diogo Almeida PubMed Diogo Almeida Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.