Let's read! We will often find out this sentence everywhere. When still being a kid, mom used to order us to always read, so did the teacher. Some books are fully read in a week and we need the obligation to support reading. What about now? Do you still love reading? Is reading only for you who have obligation? Absolutely not! We here offer you a new book enPDFd the perception of the visual world to read.

The Perception of the Visual World. By James J. Gibson. U.S.A.: Houghton Mifflin Company, 1950 (George Allen & Unwin, Ltd., London). Price 35s.

Low literacy is termed ‘developmental dyslexia’ when reading is significantly behind that expected from the intelligence quotient (IQ) in the presence of other symptoms —incoordination, left ‐right confusions, poor sequencing —that characterize it as a neurological syndrome. 5‐10% of children, particularly boys, are found to be dyslexic. Reading requires the acquisition of good orthographic skills for recognising the visual form of words which allows one to access their meaning directly. It also requires the development of good phonological skills for sounding out unfamiliar words using knowledge of letter sound conversion rules. In the dyslexic brain, temporoparietal language areas on the two sides are symmetrical without the normal left-sided advantage. Also brain ‘warts’ (ectopias) are found, particularly clustered round the left temporoparietal language areas. The visual magnocellular system is responsible for timing visual events when reading. It therefore signals any visual motion that occurs if unintended movements lead to images moving off the fovea (‘retinal slip’). These signals are then used to bring the eyes back on target. Thus, sensitivity to visual motion seems to help determine how well orthographic skill can develop in both good and bad readers. In dyslexics, the development of the visual magnocellular system is impaired: development of the magnocellular layers of the dyslexic lateral geniculate nucleus (LGN) is abnormal; their motion sensitivity is reduced; many dyslexics show unsteady binocular fixation; hence poor visual localization, particularly on the left side (left neglect). Dyslexics’ binocular instability and visual perceptual instability, therefore, can cause the letters they are trying to read to appear to move around and cross over each other. Hence, blanking one eye (monocular occlusion) can improve reading. Thus, good magnocellular function is essential for high motion sensitivity and stable binocular fixation, hence proper development of orthographic skills. Many dyslexics also have auditory:phonological problems. Distinguishing letter sounds

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The magnocellular theory of developmental dyslexia.

In this review, we will present a model of brain events leading to conscious perception in audition. This represents an updated version of Naatanen's previous model of automatic and attentive central auditory processing. This revised model is mainly based on the mismatch negativity (MMN) and N1 indices of automatic processing, the processing negativity (PN) index of selective attention, and their magnetoencephalographic (MEG) and functional magnetic resonance imaging (fMRI) equivalents. Special attention is paid to determining the neural processes that might underlie conscious perception and the borderline between automatic and attention-dependent processes in audition.

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Auditory processing that leads to conscious perception: A unique window to central auditory processing opened by the mismatch negativity and related responses

The mismatch negativity (MMN) - A unique window to disturbed central auditory processing in ageing and different clinical conditions

Background 
The P300 component of the event-related potential is a large positive waveform that can be extracted from the ongoing electroencephalogram using a two-stimuli oddball paradigm, and has been associated with cognitive information processing (e.g. memory, attention, executive function). This paper reviews the development of the auditory P300 across the lifespan.


Methodology/Principal Findings 
A systematic review and meta-analysis on the P300 was performed including 75 studies (n = 2,811). Scopus was searched for studies using healthy subjects and that reported means of P300 latency and amplitude measured at Pz and mean age. These findings were validated in an independent, existing cross-sectional dataset including 1,572 participants from ages 6–87. Curve-fitting procedures were applied to obtain a model of P300 development across the lifespan. In both studies logarithmic Gaussian models fitted the latency and amplitude data best. The P300 latency and amplitude follow a maturational path from childhood to adolescence, resulting in a period that marks a plateau, after which degenerative effects begin. We were able to determine ages that mark a maximum (in P300 amplitude) or trough (in P300 latency) segregating maturational from degenerative stages. We found these points of deflection occurred at different ages.


Conclusions/Significance 
It is hypothesized that latency and amplitude index different aspects of brain maturation. The P300 latency possibly indexes neural speed or brain efficiency. The P300 amplitude might index neural power or cognitive resources, which increase with maturation.

/pdf/p300-development-across-the-lifespan-a-systematic-review-and-402qhzn65c.pdf

P300 development across the lifespan: a systematic review and meta-analysis.

Contrast dependence of motion-onset and pattern-reversal evoked potentials.

Motion-onset VEPs: characteristics, methods, and diagnostic use.

Motion-onset visual evoked potentials were studied in 140 subjects by means of motion-onset stimulation either on a television screen or through back projecting via a moving mirror. The motion-onset visual evoked potentials were characterized in 94% of the population by a dominant negative peak with latency in the range of 135-180 ms. Motion-onset visual evoked potentials with a dominant positive peak, as described in the literature, seemed to be a variant of pattern-off visual evoked potentials, caused by the pattern-disappearance effect at the onset of motion with a high temporal frequency (the multiple of the spatial frequency of the structure and the velocity of motion) of more than 6 Hz. Such visual evoked potentials occur mainly when the stimulus is limited to the macular area only. Additionally, other stimulus and recording conditions were found to be suitable for acquiring the specific motion-onset potentials without their contamination by pattern-related components. These conditions were as follows: an aperiodic moving pattern (e.g., random dots) with a low contrast (less than 0.2); a short duration of motion (less than or equal to 200 ms) and a sufficient interstimulus interval (at least five times longer than the motion duration) to decrease the adaptation to motion; and extramacular stimulation and recording of visual evoked potentials from unipolar lateral occipital leads. Such leads should be used because of the lateralization of these visual evoked potentials (mainly to the right occipital area), which is consistent with their assumed extrastriate origin.

Visual evoked potentials specific for motion onset

Is the motion system relatively spared in amblyopia? Evidence from cortical evoked responses.

Some recent studies on dyslexia have suggested a selective abnormality in the magnocellular visual pathway. To verify this hypothesis, we investigated motion-onset visual evoked potentials (VEPs) (predominantly testing the magnocellular system) as well as pattern-reversal VEPs (presumably testing the parvocellular system) in 20 dyslexics and 16 controls (both groups with a mean age of 10.0 years). Although the latencies and amplitudes of the main positive peak of pattern-reversal VEPs did not differ between the dyslexic and control group, the motion specific negative peak of motion-onset VEPs was significantly delayed (p < 0.001) in dyslexics. Our results confirm a selective magnocellular pathway disorder in dyslexics and indicate that the motion-onset VEPs might serve as an objective method for early diagnosis of dyslexia.

Miroslav Kuba

Papers

Contrast dependence of motion-onset and pattern-reversal evoked potentials.

Motion-onset VEPs: characteristics, methods, and diagnostic use.

Visual evoked potentials specific for motion onset

Is the motion system relatively spared in amblyopia? Evidence from cortical evoked responses.

Visual evoked potential evidence for magnocellular system deficit in dyslexia.