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During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual orthographic coding were entered explained significant variance in written composition. Results are discussed in reference to the role of the orthographic loop, from internal letter form to external letter writing by hand, in writing letters and composing. The overall results are consistent with prior brain and behavioral studies of writing.
This article was published in the following journal.
Name: Reading and writing
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Performing the role of a parent by care-giving, nurturance, and protection of the child by a natural or substitute parent. The parent supports the child by exercising authority and through consistent, empathic, appropriate behavior in response to the child's needs. PARENTING differs from CHILD REARING in that in child rearing the emphasis is on the act of training or bringing up the children and the interaction between the parent and child, while parenting emphasizes the responsibility and qualities of exemplary behavior of the parent.
Guideline for determining when it is morally permissible to perform an action to pursue a good end with knowledge that the action will also bring about bad results. It generally states that, in cases where a contemplated action has such double effect, the action is permissible only if: it is not wrong in itself; the bad result is not intended; the good result is not a direct causal result of the bad result; and the good result is "proportionate to" the bad result. (from Solomon, "Double Effect," in Becker, The Encyclopedia of Ethics, 1992)
The training or bringing-up of children by parents or parent-substitutes. It is used also for child rearing practices in different societies, at different economic levels, in different ethnic groups, etc. It differs from PARENTING in that in child rearing the emphasis is on the act of training or bringing up the child and the interaction between the parent and child, while parenting emphasizes the responsibility and qualities of exemplary behavior of the parent.
The psychiatric, sociological and psychological study and treatment of the developing child with emphasis on preventive or prophylactic measures focused on the familial, educational and socio-environmental milieu of the child.
A child whose needs, abilities, or other characteristics vary so much from the average in mental, physical, or social areas that a greater than usual level of services is needed to facilitate the child's maximum potential development.
Pediatrics is the general medicine of childhood. Because of the developmental processes (psychological and physical) of childhood, the involvement of parents, and the social management of conditions at home and at school, pediatrics is a specialty. With ...