This title appears in the Scientific Report :
2012
Please use the identifier:
http://dx.doi.org/10.1111/j.2044-8295.2011.02050.x in citations.
Gender-specific contribution of a visual cognition network to reading abilities
Gender-specific contribution of a visual cognition network to reading abilities
Based on the assumption that boys are more likely to tackle reading based on the visual modality, we assessed reading skills, visual short-term memory (VSTM), visual long-term memory for details (VLTM-D), and general non-verbal cognitive ability in primary school children. Reading was within the nor...
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Personal Name(s): | Huestegge, L. |
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Heim, S. / Zettelmeyer, E. / Lange-Küttner, C. | |
Contributing Institute: |
Strukturelle und funktionelle Organisation des Gehirns; INM-1 |
Published in: | British Journal of Psychology, 103 (2012) S. 117 - 128 |
Imprint: |
Hoboken, NJ [u.a.]
Wiley
2012
|
Physical Description: |
117 - 128 |
PubMed ID: |
22229778 |
DOI: |
10.1111/j.2044-8295.2011.02050.x |
Document Type: |
Journal Article |
Research Program: |
Connectivity and Activity Funktion und Dysfunktion des Nervensystems |
Series Title: |
British Journal of Psychology
103 |
Subject (ZB): | |
Publikationsportal JuSER |
Based on the assumption that boys are more likely to tackle reading based on the visual modality, we assessed reading skills, visual short-term memory (VSTM), visual long-term memory for details (VLTM-D), and general non-verbal cognitive ability in primary school children. Reading was within the normal range in both accuracy and understanding. There was no reading performance gap in favour of girls, on the contrary, in this sample boys read better. An entire array of visual, non-verbal processes was associated directly or indirectly with reading in boys, whereas this pattern was not observed for the girls. |