The supramarginal and angular gyri underlie orthographic competence in Spanish language.

Orthographic competence allows automatic word recognition and reading fluency. To elucidate how the orthographic competence in Spanish-speaking adults might affect the neurofunctional mechanisms of visual word recognition, 32 young adults equally divided in two groups (HSS: High Spelling Skills, and LSS: Low Spelling Skills) were evaluated using fMRI methods, while they performed an orthographic recognition task involving pseudohomophones. HSS achieved significantly more correct responses and lower reaction times than LSS.

Comparisons of numerical magnitudes in children with different levels of mathematical achievement. An ERP study.

The ability to map between non-symbolic and symbolic magnitude representations is crucial in the development of mathematics and this map is disturbed in children with math difficulties. In addition, positive parietal ERPs have been found to be sensitive to the number distance effect and skills solving arithmetic problems. Therefore we aimed to contrast the behavioral and ERP responses in children with different levels of mathematical achievement: low (LA), average (AA) and high (HA), while comparing symbolic and non-symbolic magnitudes.

Emotional content of stimuli improves visuospatial working memory.

Processing and storage in visuospatial working memory (VSWM) seem to depend on attention-based mechanisms. In order to explore the effect of attention-attractive stimuli, such as emotional faces on VSWM performance, ERPs were obtained from 20 young adults while reproducing spatial sequences of six facial (happy and neutral) and non-facial control stimuli in inverse order. Behavioral performances revealed that trials with happy facial expressions resulted in a significantly higher amount of correct responses.

Orthographic recognition in late adolescents: an assessment through event-related brain potentials.

Reading speed and efficiency are achieved through the automatic recognition of written words. Difficulties in learning and recognizing the orthography of words can arise despite reiterative exposure to texts. This study aimed to investigate, in native Spanish-speaking late adolescents, how different levels of orthographic knowledge might result in behavioral and event-related brain potential differences during the recognition of orthographic errors.