Wright / Groner Facets of Dyslexia and its Remediation

1. Auflage 2013
ISBN: 978-1-4832-9155-0
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 671 Seiten

Developmental Dyslexia has been a subject of interest to practitioners for more than a century. Despite its long research history, however, dyslexia (the terms specific reading disability, reading disability and learning disability are also used interchangeably in this volume) still provides a challenge for contemporary cognitive psychology, education, neurology and physiology. By bringing together contributions from researchers and scholars working in a wide range of fields and perspectives, it is hoped that this publication will offer a means of considering different facets of dyslexia, and enable a greater understanding of reading disorders and their remediation to emerge.The book is divided into eight major sections, the focus in each section being on a different facet of dyslexia. It is hoped this framework enables the reader to assimilate the wide range of pure and applied research and even give rise to a new perspective for the understanding of dyslexia.

Autoren/Hrsg.

Wright, S. F.

Groner, R.

Inhaltsverzeichnis

1;Front Cover;1
2;Facets of Dyslexia and its Remediation;4
3;Copyright Page;5
4;Table of Contents;10
5;PREFACE;6
6;CONTRIBUTORS;7
7;INTRODUCTION;15
8;PART I: VISUAL PROCESSING;26
8.1;CHAPTER 1. TEXTURE SEGREGATION BASED ON LINE ORIENTATION DEVELOPS LATE IN CHILDHOOD;28
8.1.1;ACKNOWLEDGEMENTS;36
8.1.2;REFERENCES;36
8.2;CHAPTER 2. THE ROLES OF SUSTAINED (P) AND TRANSIENT (M) CHANNELS INREADING AND READING DISABILITY;38
8.2.1;INTRODUCTION;38
8.2.2;THE ROLE OF SUSTAINED AND TRANSIENT CHANNELS IN VISUAL MASKING, READING AND READING DISABILITY;42
8.2.3;EXTENSIONS AND IMPLICATIONS OF RECENT DEVELOPMENTS;46
8.2.4;REFERENCES;50
8.3;CHAPTER 3. DO DYSLEXICS HAVE A VISUAL DEFICIT?;58
8.3.1;SPATIAL FREQUENCY PROCESSING;58
8.3.2;SPATIAL FREQUENCY;59
8.3.3;THE SUSTAINED AND TRANSIENT SUBSYSTEMS;60
8.3.4;SUSTAINED AND TRANSIENT SUBSYSTEMS AND READING;61
8.3.5;TRANSIENT AND SUSTAINED PROCESSING IN SRD'S AND CONTROLS;64
8.3.6;LOW-LEVEL VISUAL PROCESSING IN CONTROLS AND SRDS;64
8.3.7;WHAT ABOUT THE CONFUSION IN THE LITERATURE?;67
8.3.8;POSSIBLE RELATIONSHIP TO OTHER PROBLEMS MANIFEST IN SRDS?;69
8.3.9;CONCLUSIONS;70
8.3.10;REFERENCES;71
8.4;CHAPTER 4. MANIFESTO ON DYSLEXIA;76
8.4.1;ARGUMENT;83
8.4.2;POSITION;87
8.4.3;REFERENCES;87
8.5;CHAPTER 5. ONE WORD AT A TIME: A SOLUTION TO THE VISUAL DEFICIT IN SRDs?;90
8.5.1;INTRODUCTION;90
8.5.2;METHOD;92
8.5.3;RESULTS;93
8.5.4;CONCLUSIONS;97
8.5.5;FUTURE RESEARCH;98
8.5.6;REFERENCES;98
8.5.7;APPENDICES;99
8.6;CHAPTER 6. THE EFFECTS OF WAVELENGTH ON VISUAL PROCESSING AND READING PERFORMANCE IN NORMAL AND DISABLED READERS;102
8.6.1;VISUAL FACTORS IN SPECIFIC READING DISABILITY;102
8.6.2;TRANSIENT-SUSTAINED THEORY OF VISUAL PROCESSING;103
8.6.3;TRANSIENT-SUSTAINED PROCESSING AND READING DISABILITY;103
8.6.4;VISUAL MASKING STUDIES;104
8.6.5;THE USE OF COLOUR AS AN INTERVENTION FOR READING DISABILITY;112
8.6.6;SUMMARY;114
8.6.7;REFERENCES;115
8.7;CHAPTER 7. THE ROLE OF VISUAL PROCESSING IN GOOD AND POOR READERS'UTILIZATION OF ORTHOGRAPHIC INFORMATION IN LETTER STRINGS;120
8.7.1;INTRODUCTION;120
8.7.2;METHOD;122
8.7.3;RESULTS AND DISCUSSION;125
8.7.4;CONCLUSION;129
8.7.5;REFERENCES;129
8.8;CHAPTER 8. THE OPTIMAL VIEWING POSITION FOR CHILDREN WITH NORMAL AND WITH POOR READING ABILITIES;132
8.8.1;INTRODUCTION;132
8.8.2;METHOD;135
8.8.3;RESULTS;136
8.8.4;DISCUSSION;144
8.8.5;ACKNOWLEDGMENTS;146
8.8.6;REFERENCES;146
8.9;CHAPTER 9. VISION IN DYSLEXICS: LETTER RECOGNITION ACUITY, VISUAL CROWDING, CONTRAST SENSITIVITY, ACCOMMODATION, CONVERGENCE AND SIGHT READING MUSIC;150
8.9.1;INTRODUCTION;150
8.9.2;STUDY 1: MUSICAL TEXT;151
8.9.3;STUDY 2: VISUAL CAPACITIES IN DYSLEXICS;154
8.9.4;RESULTS;157
8.9.5;SUMMARY OF RESULTS;159
8.9.6;CONCLUSIONS;160
8.9.7;ACKNOWLEDGEMENTS;160
8.9.8;REFERENCES;161
8.10;CHAPTER 10. FIXATION, CONTRAST SENSITIVITY AND CHILDREN'S READING;164
8.10.1;INTRODUCTION;164
8.10.2;THE DUNLOP TEST AND READING;165
8.10.3;THE DUNLOP TEST AND FIXATION STABILITY DURING READING;166
8.10.4;METHODS;167
8.10.5;RESULTS;168
8.10.6;THE DUNLOP TEST AND CONTRAST SENSITIVITY;169
8.10.7;RESULTS;171
8.10.8;UNSTABLE BINOCULAR CONTROL AND VISUAL SYMPTOMS;174
8.10.9;LANGUAGE CLAMPING REVEALS THAT UNSTABLE FIXATION DOES AFFECT READING;174
8.10.10;GENERAL DESCRIPTION OF SUBJECTS AND METHODS;177
8.10.11;RESULTS;179
8.10.12;DISCUSSION;180
8.10.13;REFERENCES;184
8.11;CHAPTER 11. PERCEPTUAL AND COGNITIVE FACTORS IN DISABLED AND NORMAL READERS' PERCEPTION AND MEMORY OF UNFAMILIAR VISUAL SYMBOLS;188
8.11.1;INTRODUCTION;188
8.11.2;METHOD;189
8.11.3;RESULTS AND DISCUSSION;195
8.11.4;CONCLUSION;200
8.11.5;REFERENCES;200
8.12;CHAPTER 12. LINKING THE SENSORY AND MOTOR VISUAL CORRELATES OF DYSLEXIA;204
8.12.1;INTRODUCTION;204
8.12.2;METHOD;205
8.12.3;RESULTS;208
8.12.4;CONCLUSIONS;213
8.12.5;ACKNOWLEDGEMENT;213
8.12.6;REFERENCES;213
8.13;CHAPTER 13. TOWARD AN ECOLOGICALLY VALID ANALYSIS OF VISUAL PROCESSES IN DYSLEXIC READERS;218
8.13.1;INTRODUCTION;218
8.13.2;VISUAL PROCESSING DEFICITS IN DISABLED READERS;218
8.13.3;BACKWARD MASKING EFFECTS IN DISABLED READERS;219
8.13.4;RESEARCH WITH READING-LIKE TASKS;221
8.13.5;BACKWARD MASKING RESEARCH WITH READING-LIKE TASKS;223
8.13.6;CONCLUSION;229
8.13.7;REFERENCES;229
9;PART II: EYE MOVEMENTS;240
9.1;CHAPTER 15. SACCADIC EYE MOVEMENTS OF DYSLEXIC CHILDREN IN NON-COGNITIVE TASKS;242
9.1.1;INTRODUCTION;242
9.1.2;METHODS;243
9.1.3;RESULTS;245
9.1.4;DISCUSSION;254
9.1.5;ACKNOWLEDGMENTS;256
9.1.6;REFERENCES;256
9.2;CHAPTER 16. SACCADIC EYE MOVEMENTS IN DYSLEXICS, LOW ACHIEVERS, AND COMPETENT READERS;260
9.2.1;INTRODUCTION;260
9.2.2;THE LINBURY STUDY;262
9.2.3;DISCUSSION;265
9.2.4;ACKNOWLEDGEMENTS;267
9.2.5;REFERENCES;267
9.3;CHAPTER 17. EYE MOVEMENTS IN READING CHINESE: PARAGRAPHS, SINGLE CHARACTERS AND PINYIN;270
9.3.1;INTRODUCTION;270
9.3.2;METHOD;272
9.3.3;RESULTS AND DISCUSSION;273
9.3.4;CONCLUSION;278
9.3.5;ACKNOWLEDGMENTS;280
9.3.6;REFERENCES;280
9.4;CHAPTER 18. READING VERTICALLY WITHOUT A FOVEA;282
9.4.1;INTRODUCTION;282
9.4.2;METHOD;283
9.4.3;DISCUSSION;288
9.4.4;ACKNOWLEDGEMENTS;290
9.4.5;REFERENCES;290
9.5;CHAPTER 19. EYE AND HEAD READING PATH IN HEMIANOPIC PATIENTS;292
9.5.1;INTRODUCTION;292
9.5.2;METHODS;293
9.5.3;RESULTS;295
9.5.4;DISCUSSION;308
9.5.5;CONCLUSION;309
9.5.6;ACKNOWLEDGEMENTS;310
9.5.7;REFERENCES;310
10;PART III: LANGUAGE PROCESSING;314
10.1;CHAPTER 20. A NEW THEORETICAL FRAMEWORK FOR UNDERSTANDING READING AND SPELLING TASKS;316
10.1.1;INTRODUCTION;316
10.1.2;CONCLUSION;326
10.1.3;REFERENCES;327
10.2;CHAPTER 21. INFORMATION INTEGRATION AND READING DISABILITIES;330
10.2.1;A MODEL OF INFORMATION INTEGRATION;331
10.2.2;THE TRIARCHIC MIND;331
10.2.3;METHODS;335
10.2.4;CONCLUSIONS;341
10.2.5;REFERENCES;342
10.3;CHAPTER 22. VISUOSPATIAL ABILITY AND LANGUAGE PROCESSING IN READING DISABLED AND NORMAL CHILDREN;346
10.3.1;INTRODUCTION;346
10.3.2;RESULTS;353
10.3.3;DISCUSSION;359
10.3.4;ACKNOWLEDGEMENTS;360
10.3.5;REFERENCES;360
10.4;CHAPTER 23. RATE OF ELEMENTARY SYMBOL PROCESSING IN DYSLEXICS;362
10.4.1;INTRODUCTION;362
10.4.2;METHOD;363
10.4.3;RESULTS;366
10.4.4;DISCUSSION;368
10.4.5;REFERENCES;371
10.5;CHAPTER 24. THE DEVELOPMENT OF SYMBOLIC - MOTOR PERFORMANCE IN MINIMAL BRAIN DYSFUNCTION BOYS;374
10.5.1;REFERENCES;378
11;PART IV: ATTENTIONAL CORRELATES OF DYSLEXIA;380
11.1;CHAPTER 25. POSSIBLE ATTENTIONAL ORIGINS OF WORD DECODING DEFICITS IN DYSLEXIA;382
11.1.1;INTRODUCTION;382
11.1.2;CONTEXT EFFECTS ON LATERALIZATION: A REPLICATION;385
11.1.3;RESULTS AND DISCUSSION;387
11.1.4;REFERENCES;392
11.2;CHAPTER 26. TOWARDS THE ORIGINS OF DYSLEXIA;396
11.2.1;INTRODUCTION;396
11.2.2;OVERVIEW OF THE RESEARCH PROGRAMME;398
11.2.3;OVERALL DESIGN OF THE STUDIES;399
11.2.4;SPEED OF PROCESSING AND DYSLEXIA;409
11.2.5;OVERALL DISCUSSION;411
11.2.6;CONCLUSIONS;414
11.2.7;ACKNOWLEDGEMENTS;415
11.2.8;REFERENCES;416
11.3;CHAPTER 27. THE DEVELOPMENT OF THE AUTONOMOUS LEXICON OF READING DISABLED STUDENTS;418
11.3.1;INTRODUCTION;418
11.3.2;METHODS;419
11.3.3;RESULTS;422
11.3.4;DISCUSSION AND CONCLUSIONS;428
11.3.5;ACKNOWLEDGEMENTS;431
11.3.6;REFERENCES;431
12;PART V: EMOTIONAL CORRELATES OF DYSLEXIA;434
12.1;CHAPTER 28. PERSONALITY CHARACTERISTICS OF ADULT DYSLEXICS;436
12.1.1;INTRODUCTION;436
12.1.2;PERSONALITY SCALES;438
12.1.3;SUBJECTS AND METHODS;440
12.1.4;RESULTS;441
12.1.5;DISCUSSION;444
12.1.6;ACKNOWLEDGEMENTS;446
12.1.7;REFERENCES;446
12.2;CHAPTER 29. THE EMOTIONAL EFFECTS OF DYSLEXIA;450
12.2.1;INTRODUCTION;450
12.2.2;METHODS;453
12.2.3;RESULTS;454
12.2.4;CONCLUSION;456
12.2.5;REFERENCES;457
13;PART VI: DEFINITION AND EARLY DIAGNOSIS OF DYSLEXIA;460
13.1;CHAPTER 30. DYSLEXIA: ISSUES OF DEFINITION AND SUBTYPING;462
13.1.1;INTRODUCTION;462
13.1.2;GRADE/AGE DISCREPANCY DEFINITIONS;463
13.1.3;IQ: DEFINITIONS BASED ON STANDARD SCORE FORMULAS;464
13.1.4;IQ: DEFINITIONS BASED ON PREDICTION USING LINEAR REGRESSION;464
13.1.5;IQ: DEFINITIONS BASED ON MULTIVARIATE PREDICTION;465
13.1.6;EFFECTS OF DEFINITION;467
13.1.7;SUBTYPES OF DYSLEXIA;470
13.1.8;CONCLUSION;472
13.1.9;REFERENCES;472
13.2;CHAPTER 31. PATTERNS OF DEVELOPMENT IN GOOD AND POOR READERS AGE 6 - 11;480
13.2.1;INTRODUCTION;480
13.2.2;IMPLICATIONS;502
13.2.3;REFERENCES;503
13.3;CHAPTER 32. DEVELOPMENT OF THE DEST TEST FOR THE EARLY SCREENING FOR DYSLEXIA;508
13.3.1;INTRODUCTION;508
13.3.2;APPROACHES TO PREDICTING READING PROBLEMS AND DYSLEXIA;509
13.3.3;RECENT DEVELOPMENTS IN EDUCATIONAL TECHNOLOGY;514
13.3.4;REQUIREMENTS ANALYSIS FOR THE DEST;515
13.3.5;THE DESIGN OF THE STUDY;517
13.3.6;CONCLUSIONS;518
13.3.7;ACKNOWLEDGMENTS;518
13.3.8;REFERENCES;519
14;PART VII: REMEDIATION: PRINCIPLES AND TECHNIQUES;522
14.1;CHAPTER 33. DYSLEXIA THERAPY: IN SEARCH FOR A RATIONALE;524
14.1.1;RESEARCH, EDUCATION AND THERAPY: THREE DIFFERENT CONTEXTS;524
14.1.2;BEYOND THE VERBAL-VISUAL DILEMMA;527
14.1.3;SEQUENCING;528
14.1.4;CONCLUSIONS;534
14.1.5;REFERENCES;536
14.2;CHAPTER 34. REASON, RHYTHM, RELAXATION AND THE NEW LITERACY:IMPLICATIONS FOR CURRICULUM DIFFERENTIATION TO MEET THE SPECIAL EDUCATIONAL NEEDS OF PUPILS WITH SPECIFIC LEARNING DIFFICULTIES;538
14.2.1;CONCLUSION;558
14.2.2;ACKNOWLEDGEMENTS;560
14.2.3;REFERENCES;561
14.3;CHAPTER 35. SYSTEMATIC PHONOLOGY: THE CRITICAL ELEMENT IN TEACHING READING AND LANGUAGE TO DYSLEXICS;566
14.3.1;INTRODUCTION;566
14.3.2;A PROJECT READ STUDY;567
14.3.3;METHODS;569
14.3.4;CONCLUSIONS;572
14.3.5;REFERENCES;573
14.4;CHAPTER 36. COMPUTER-BASED SPELLING REMEDIATION FOR DYSLEXIC CHILDREN USING THE SELFSPELL ENVIRONMENT;576
14.4.1;INTRODUCTION;576
14.4.2;THE SELFSPELL ENVIRONMENT;577
14.4.3;EVALUATION STUDY 1;578
14.4.4;TESTING RULE-BASED VS MASTERY BASED APPROACHES TO SPELLING REMEDIATION;579
14.4.5;RESULTS;582
14.4.6;DISCUSSION;584
14.4.7;REFERENCES;590
14.5;CHAPTER 37. VISUAL AND LINGUISTIC DETERMINANTS OF READING FLUENCY INDYSLEXICS: A CLASSROOM STUDY WITH TALKING COMPUTERS;592
14.5.1;INTRODUCTION AND THEORETICAL RATIONALE;592
14.5.2;THE STUDY;596
14.5.3;CASE VIGNETTES;601
14.5.4;CONCLUSION;605
14.5.5;REFERENCES;607
14.6;CHAPTER 38. OPHTHALMOLOGIC ASPECTS OF DYSLEXIA: BINOCULAR FULL CORRECTION OF DYSLEXICS WITH PRISMATIC GLASSES;610
14.6.1;INTRODUCTION;610
14.6.2;BINOCULAR CORRECTION;610
14.6.3;HETEROPHORIA AND DYSLEXIA;616
14.6.4;CASE STUDIES;618
14.6.5;RESULTS;618
14.6.6;DISCUSSION;623
14.6.7;REFERENCES;624
14.7;CHAPTER 39. THE ORTHOPTIC TREATMENT OF DYSLEXIA;626
14.7.1;DEFINITION OF DYSLEXIA;626
14.7.2;HYPOTHETICAL CAUSES OF DYSLEXIA;626
14.7.3;FUNDAMENTALS OF ORTHOPTIC DYSLEXIA TREATMENT;627
14.7.4;TREATMENT PROCEDURE;629
14.7.5;RESULTS OF TREATMENT;629
14.7.6;DISCUSSION OF OUR TREATMENT METHOD;630
14.7.7;REFERENCES;630
14.8;CHAPTER 40. ILLITERACY IN ADULTS: RESULTS FROM A SURVEY STUDY OF A READING AND WRITING TUTORIAL PROGRAM FOR ADULTS;632
14.8.1;INTRODUCTION;632
14.8.2;METHOD;633
14.8.3;RESULTS;635
14.8.4;DISCUSSION;640
14.8.5;REFERENCES;644
14.8.6;APPENDICES;645
14.9;CHAPTER 41. READING ACQUISITION IN ANALPHABETIC ADULTS;648
14.9.1;INTRODUCTION;648
14.9.2;DIAGNOSIS;648
14.9.3;TEACHING METHODS;649
14.9.4;THE LEARNING PROCESS;651
14.9.5;CONCLUSION;652
14.9.6;THE FREIBURG INTEGRAL APPROACH;652
14.9.7;PERSPECTIVES;655
14.9.8;REFERENCES;655
15;AUTHOR INDEX;656
16;SUBJECT INDEX;668

Leseproben

Contributors
Atkinson Janette,     Visual Development Unit, University of Cambridge, 22 Trumpington St., Cambridge CB2 1QA, UK Biscaldi Monica,     Neurology Clinic, University of Freiburg, Hansastr. 9, D-7800 Freiburg, Germany Breitmeyer Bruno,     Department of Psychology, University of Houston, Houston TX, 77004-5341, USA Brysbaert Marc,     Laboratory of Experimental Psychology, Catholic University Leuven, Tiensestr. 103, B-3000 Leuven, Belgium Burri Salome,     Psychology Department, University of Bern, Gesellschaftsstr. 49, CH-3012, Bern, Switzerland Cakirpaloglu Panajotis,     Institute of Physiology, Videnska, 1083, CSFR-Prague 4, Czechoslovakia Corcos Evelyne,     Glendon College, University of York, Psychology Department, 2275 Bayview Avenue, Toronto, Ontario M4N 3M6, Canada Cornelissen Piers,     Physiology Department, University of Oxford, Parks Road, Oxford OX1 3PT, UK Drasdo Neville,     University of Aston, Birmingham B4 7ET, UK Eden Guinevere,     Physiology Department, University of Oxford, Parks Road, Oxford OX1 3PT, UK Edwards Janice,     Dyslexia Institute, 133 Gresham Rd., Staines TW18 2AJ, UK Evans Bruce,     Institute of Optometry, 56-62 Newington Causeway, London SE1 6DS, UK Fawcett Angela,     Department of Psychology, University of Sheffield, PO Box 603, Sheffield S10 2TN, UK Fields Heather,     Academic Psychiatry Department, Middlesex Hospital, Mortimer St., London WIN 8AA, UK Fischer Burkhart,     Neurology Clinic, University of Freiburg, Hansastr. 9, D-7800 Freiburg, Germany Gaillard Francois,     University of Lausanne, BFSH 2, CH-1015 Lausanne, Switzerland Geiger Gad,     Department of Biomedical Engineering, Rutgers University, Piscataway 08855, New Jersey, USA Graf Evi,     Swiss Cerebral Palsy Association, Loretostr., 35, CH-4504 Solothurn, Switzerland Greene Jane,     Basics Plus Education Centers, 4100 General DeGaulle 4, New Orleans LA 70131, USA Groner Rudolf,     Psychology Department, University of Bern, Laupenstr. 4, CH-3008 Bern, Switzerland Hänni Rolf,     Psychology Department, University of Bern, Gesellschaftsstr. 49, CH-3012 Bern, Switzerland Hill Robyn,     Anxiety Disorders Unit, St Vincent’s Hospital, 299 Forbes St., Darlinghurst 2010, Australia -Ludwig Holtz Karl,     Pädagogische Hochschule Heidelberg, Keplerstrasse, 87, D-6900 Heidelberg, Germany Hunter-Carsch Morag,     School of Education, University of Leicester, 21 University Rd., Leicester LEI 7RF, UK Kaufmann-Hayoz Ruth,     Interfakultäre Koordinationstelle für Allgemeine Oekologie, Niesenweg, 6, CH-3012 Bern, Switzerland Kershner John,     Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario M5S 1V6, Canada Kruk Richard,     Department of Psychology, University of Wollongong, Wollongong, NSW 2500, Australia LeCluyse Katie,     Department of Psychology, University of New Orleans, LA 70148, USA Lettvin Jerome,     Department of Biomedical Engineering, Rutgers University, Piscataway, New Jersey, USA Lovegrove William,     Department of Psychology, University of Wollongong, Wollongong, NSW 2500, Australia Meyers Catherine,     Laboratory of Experimental Psychology, University of Leuven, Tiensestr. 103, B-3000, Leuven, Belgium Moseley David,     School of Education, University of Newcastle-upon-Tyne, Ridley Building, Claremont Place, Newcastle-upon-Tyne NE1 7RU, UK Muller Peter,     Psychology Department, University of Bern, Laupenstr. 4, CH-3008 Bern, Switzerland Newman Stanton,     Academic Psychiatry Department, Middlesex Hospital, Mortimer St., London WIN 8AA, UK Nicolson Roderick,     Department of Psychology, University of Sheffield, Sheffield S10 2TN, UK Osaka Naoyuki,     Department of Psychology, Kyoto University, Kyoto 606, Japan Pestalozzi David,     Ophthalmologist, Solothurnerstr. 19, CH-4600 Olten, Switzerland Pickering Susan,     Department of Psychology, University of Sheffield, Sheffield S10 2TN, UK Radil Tomas,     Institute of Physiology, Videnska, 1083, CSFR-Prague 4, Czechoslovakia Richards Ian,     University of Aston, Birmingham B4 7ET, UK Richardson Alex,     Physiology Department, University of Oxford, Parks Road, Oxford OX1 3PT, UK Rieth Christiane,     Max-Planck Institute for Brain Research, Deutschordenstr. 46, D-6000 Frankfurt, Germany Rock-Faucheux Anita,     Department of Psychology, University of New Orleans, New Orleans, LA 70148, USA Safra Doris,     Ophthalmologist, Myrtenstr. 3, CH-9010 St Gallen, Switzerland Schoepf Dieter,     Neurology Clinic, University of Hamburg, Martinistrasse, 52, D-2000 Hamburg, Germany Singer Wolf,     Max-Planck Institute for Brain Research, Deutschordenstr. 46, D-6000 Frankfurt, Germany Sireteanu Ruxandra,     Max-Planck Institute for Brain Research, Deutschordenstr. 46, D-6000 Frankfurt, Germany Stringer Ronald,     Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario M5S 1V6, Canada Stein John,     Physiology Department, University of Oxford, Parks Road, Oxford, OX1 3PT, UK Sun Fuchuan,     Shanghai Institute of Physiology, 320 Yo-yang Rd., 200031 Shanghai, China Tymister Ulrike,     Albert-Ludwigs University of Freiburg, D-7800 Freiburg, Germany der Leij Aryan van,     Department of Special Education, Vrije Universiteit, Van der Boechorststr. 1, NL-1081 BT Amsterdam, The Netherlands Whyte Jean,     Clinical Speech and Language Studies, Trinity College, Dublin 2,...