Felipe Pegado|Enio Alberto Comerlato|Fabrício D. Ventura|Antoinette Jobert|Kimihiro Nakamura|M. Buiatti|Paulo Ventura|Ghislaine Dehaene?Lambertz|Régine Kolinsky|José Morais|Lúcia Willadino Braga|Laurent Cohen|Stanislas Dehaene
Timing the impact of literacy on visual processing
Cognitive Neuroimaging Lab|Institut d'Imagerie Biomédicale|Atomic Energy and Alternative Energies Commission|University of Paris-Saclay|KU Leuven|Sarah Network of Rehabilitation Hospitals|Sarah Network of Rehabilitation Hospitals|Cognitive Neuroimaging Lab|Institut d'Imagerie Biomédicale|Atomic Energy and Alternative Energies Commission|University of Paris-Saclay|University of Paris-Saclay|Cognitive Neuroimaging Lab|Institut d'Imagerie Biomédicale|Atomic Energy and Alternative Energies Commission|Collège de France|Cognitive Neuroimaging Lab|Institut d'Imagerie Biomédicale|Atomic Energy and Alternative Energies Commission|University of Paris-Saclay|University of Lisbon|Atomic Energy and Alternative Energies Commission|Cognitive Neuroimaging Lab|Institut d'Imagerie Biomédicale|University of Paris-Saclay|Université Libre de Bruxelles|Fund for Scientific Research|Université Libre de Bruxelles|Sarah Network of Rehabilitation Hospitals|Institut du Cerveau|Inserm|Sorbonne Université|French National Centre for Scientific Research|Cognitive Neuroimaging Lab|University of Paris-Saclay|Institut d'Imagerie Biomédicale|Atomic Energy and Alternative Energies Commission|Collège de France
learning read requires acquisition efficient visual procedure quickly recognizing fine print thus reading practice could induce perceptual learning effect early vision using functional magnetic resonance imaging fmri literate illiterate adults previously demonstrated impact reading acquisition high lowlevel occipitotemporal visual areas could resolve time course effects clarify whether literacy affects early vs late stages visual processing measured eventrelated potentials various categories visual stimuli healthy adults variable levels literacy including completely illiterate subjects earlyschooled literate subjects subjects learned read adulthood exilliterates stimuli included written letter strings forming pseudowords literacy expected major impact well faces houses tools checkerboards false fonts evaluate precision stimuli encoded studied repetition effects presenting stimuli pairs composed repeated mirrored unrelated pictures category results indicate reading ability correlated broad enhancement early visual processing including increased repetition suppression suggesting better exemplar discrimination increased mirror discrimination early 100150 ms left occipitotemporal region effects found letter strings false fonts also partially generalized visual categories thus learning read affects magnitude precision invariance early visual processing