COOL
Mechanisms of conscious and unconscious learning
TITLE | AUTHOR | INSTITUTION | DATE | ABSTRACT | DOWNLOAD | |
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| Morais2018LiteracyDemocracy | Régine Kolinsky | ULB | 2018 04 | |
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| Literacy acquisition reduces the influence of automatic holistic processing of faces and houses | Régine Kolinsky | ULB | 2013 11 | 638kb |
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Ventura, P., Fernandes, T., Cohen, L., Morais, J., Kolinsky, R., & Dehaene, S. (2013). Literacy acquisition reduces the influence of automatic holistic processing of faces and houses. NeuroScience Letters, 554, 105-109. | ||||||
| L’influence de l’apprentissage du langage écrit sur les aires du langage/The impact of literacy on the language brain areas | Régine Kolinsky | ULB | 2014 10 | 1mb |
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Kolinsky, R., Morais, J., Cohen, L., Dehaene-Lambertz, G. & Dehaene, S. (2014). L’influence de l’apprentissage du langage écrit sur les aires du langage/The impact of literacy on the language brain areas. Revue de Neuropsychologie, 6, 173-181. | ||||||
| Kick-off Peigneux 2 | Philippe Peigneux | ULB | 2013 02 | |
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| Kick-off Peigneux 1 | Philippe Peigneux | ULB | 2013 02 | |
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| Kick-off Meeting Program | Axel Cleeremans | ULB | 2013 02 | 334kb |
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The program of the first Kick-off Meeting. | ||||||
| Kick-off Kolinsky | Régine Kolinsky | ULB | 2013 02 | |
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| Kick-off Content | Axel Cleeremans | ULB | 2013 02 | 3mb |
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| Kick-off Cleeremans General Introduction | Axel Cleeremans | ULB | 2013 02 | 2mb |
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This .pdf file is the general introduction to the project, as presented by Axel Cleeremans at the beginning of the kick-off meeting. | ||||||
| Kick-off Cleeremans 2 | Axel Cleeremans | ULB | 2013 02 | 8mb |
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| Kick-off Cleeremans 1 | Axel Cleeremans | ULB | 2013 02 | 16mb |
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| Into the looking glass: Literacy acquisition and mirror invariance in preschool and first-grade children. | Régine Kolinsky | ULB | 2015 09 | |
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Fernandes, T., Leite, I., & Kolinsky, R. (2016, in press). Into the looking glass: Literacy acquisition and mirror invariance in preschool and first-grade children. Child Development. At what point in reading development does literacy impact object recognition and orientation processing? Is it specific to mirror images? To answer these questions, forty-six 5-7-year-old preschoolers and first graders performed two same-different tasks differing in the matching criterion - orientation-based vs. shape-based (orientation-independent) - on geometric shapes and letters. On orientation-based judgments, first graders outperformed preschoolers who had the strongest difficulty with mirrored pairs. On shape-based judgments, first graders were slower for mirrored than identical pairs, and even slower than preschoolers. This mirror cost emerged with letter knowledge. Only first graders presented worse shape-based judgments for mirrored and rotated pairs of reversible (e.g., b-d; b-q) than non-reversible (e.g., e-ә) letters, indicating readers’ difficulty in ignoring orientation-contrasts relevant to letters. | ||||||
| ILLITERATE TO LITERATE_BEHAVIOURAL AND CEREBRAL CHANGES INDUCED BY READING ACQUISITION | Régine Kolinsky | ULB | 2015 03 | |
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Dehaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: Behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, 16, 234-244. The acquisition of literacy transforms the human brain. By reviewing studies of illiterate subjects, we propose specific hypotheses on how the functions of core brain systems are partially reoriented or ‘recycled’ when learning to read. Literacy acquisition improves early visual processing and reorganizes the ventral occipito-temporal pathway: responses to written characters are increased in the left occipito-temporal sulcus, whereas responses to faces shift towards the right hemisphere. Literacy also modifies phonological coding and strengthens the functional and anatomical link between phonemic and graphemic representations. Literacy acquisition therefore provides a remarkable example of how the brain reorganizes to accommodate a novel cultural skill. | ||||||
| HuettigKolinskyLachmann2018 | Régine Kolinsky | ULB | 2018 04 | |
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| How learning to read influences language and cognition | Régine Kolinsky | ULB | 2014 10 | |
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Kolinsky, R. (2015). How learning to read influences language and cognition. In A. Pollatsek & R. Treiman (Eds.), The Oxford Handbook of Reading. New York: Oxford University Press (pp. 377-393). doi: 10.1093/oxfordhb/9780199324576.013.29. |