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Part I - Theoretical Frameworks and Computational Models

Published online by Cambridge University Press:  28 July 2022

Edited by
Michael A. Skeide
Michael A. Skeide
Affiliation:
Max Planck Institute for Human Cognitive and Brain Sciences
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The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 3 - 62
Publisher: Cambridge University Press
Print publication year: 2022

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References

Suggestions for Further Reading

Franceschini, S., Bertoni, S., Ronconi, L., et al. 2015. ‘“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia’. Current Developmental Disorders Reports 2 (4): 318–29. https://doi.org/10.1007/s40474-015-0064-4.CrossRefGoogle Scholar
Goswami, U. 2015. ‘Sensory Theories of Developmental Dyslexia: Three Challenges for Research’. Nature Reviews Neuroscience, 16, 43–54. http://dx.doi.org/10.1038/nrn3836.CrossRefGoogle ScholarPubMed
Goswami, U. 2020. Reading Acquisition and Developmental Dyslexia: Educational Neuroscience and Phonological Skills. In Thomas, M. S. C., Mareschal, D., and Dumontheil, I. (Eds.). pp. 144–68, Educational Neuroscience: Development across the Lifespan. Routledge.Google Scholar
Olulade, O. A., Napoliello, E. M., and Eden, G. F., 2013. ‘Abnormal Visual Motion Processing Is Not a Cause of Dyslexia’. Neuron, 79(1), 180–90. https://doi.org/10.1016/j.neuron.2013.05.002.CrossRefGoogle Scholar
Ziegler, J.C., Perry, C., and Zorzi, M.. 2020. ‘Learning to Read and Dyslexia: From Theory to Intervention Through Personalised Computational Models’. Current Directions in Psychological Science, 29(3), 293–300. https://doi.org/10.1177/0963721420915873.CrossRefGoogle ScholarPubMed

Suggestions for Further Reading

Fias, W., Menon, V, and Szűcs, D. 2013. ‘Multiple Components of Developmental Dyscalculia’. Trends in Neuroscience and Education 2 (2): 43–7. https://doi.org/10.1016/j.tine.2013.06.006.CrossRefGoogle Scholar
Kaufmann, L., Mazzocco, M. M., Dowker, A., et al. 2013. ‘Dyscalculia from a Developmental and Differential Perspective’. Frontiers in Psychology 4 (August): 516. https://doi.org/10.3389/fpsyg.2013.00516.CrossRefGoogle ScholarPubMed
Menon, V., Padmanabhan, A., and Schwartz, F.. 2020. ‘Cognitive Neuroscience of Dyscalculia and Math Learning Disabilities’. In The Oxford Handbook of Developmental Cognitive Neuroscience, edited by Kadosh, K. Cohen. Oxford University Press.Google Scholar

Suggestions for Further Reading

Harm, M. W., and Seidenberg, M. S.. 1999. ‘Phonology, Reading Acquisition, and Dyslexia: Insights from Connectionist Models’. Psychological Review, 106 (3): 491–528.CrossRefGoogle ScholarPubMed
Perry, C., Zorzi, M., and Ziegler, J. C.. 2019. ‘Understanding Dyslexia Through Personalized Large-Scale Computational Models’. Psychological Science, 30: 386–95.CrossRefGoogle ScholarPubMed
Testolin, A., Zou, W. Y., and McClelland, J. L.. 2020. ‘Numerosity Discrimination in Deep Neural Networks: Initial Competence, Developmental Refinement and Experience Statistics’. Developmental Science, 23 (5): e12940.CrossRefGoogle ScholarPubMed
Ziegler, J. C., Perry, C., and Zorzi, M.. 2020. ‘Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models’. Current Directions in Psychological Science, 29 (3): 293–300.CrossRefGoogle ScholarPubMed
Zorzi, M., and Testolin, A.. 2018. ‘An Emergentist Perspective on the Origin of Number Sense’. Philosophical Transactions of the Royal Society B: Biological Sciences, 373 (1740): 20170043.CrossRefGoogle Scholar

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