Rivals reloaded: Adapting to sample-based speed-accuracy trade-offs through competitive pressure.

Collecting an adequate amount of information for a decision is an important skill. However, previous experiments on speed-accuracy trade-offs in sample-based decisions revealed marked oversampling that was impervious to various interventions (Fiedler, McCaughey, et al., 2021).

Rigidity percolation and active advection synergize in the actomyosin cortex to drive amoeboid cell motility.

Spontaneous locomotion is a common feature of most metazoan cells, generally attributed to the properties of actomyosin networks. This force-producing machinery has been studied down to the most minute molecular details, especially in lamellipodium-driven migration. Nevertheless, how actomyosin networks work inside contraction-driven amoeboid cells still lacks unifying principles.

Semantic and Syntactic Predictions in Reading Aloud: Are Good Predictors Good Statistical Learners?

Recent research suggests that becoming a fluent reader may partially rely on a domain-general statistical learning (SL) mechanism that allows a person to automatically extract predictable patterns from the sensory input. The goal of the present study was to investigate a potential link between SL and the ability to make linguistic predictions. All previous studies investigated quite general levels of reading ability rather than the dynamic process of making linguistic predictions.

Small Sample Size and Group Homogeneity: A Crucial Ingredient to Inter-Group Bias.

Applying a recently developed framework for the study of sample-based person impressions to the level of group impressions resulted in convergent evidence for a highly robust judgment process. How stimulus traits mapped on the resulting group impressions was subject to two distinct moderators, diagnosticity of traits, and the amplifying impact of early sample truncation. Three indices of diagnosticity-negative valence, extremity, and distance to other traits in a density framework-determined participants' decision to truncate trait sampling early and hence the final group judgments.

The Effects of Semantic and Syntactic Prediction on Reading Aloud.

Semantic and syntactic prediction effects were investigated in a word naming task using semantic or syntactic contexts that varied between three and six words. Participants were asked to read the contexts silently and name a target word, which was indicated by a color change. Semantic contexts were composed of lists of semantically associated words without any syntactic information.

Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial.

Background: Developmental dyslexia, a specific and long-lasting learning disorder that prevents children from becoming efficient and fluent readers, has a severe impact on academic learning and behavior and may compromise professional and social development. Most remediation studies are based on the explicit or implicit assumption that dyslexia results from a single cause related to either impaired phonological or visual-attentional processing or impaired cross-modal integration. Yet, recent studies show that dyslexia is multifactorial and that many dyslexics have underlying deficits in several domains.

Space-Time Congruency Effects Using Eye Movements During Processing of Past- and Future-Related Words.

In Western cultures where people read and write from left to right, time is represented along a spatial continuum that goes from left to right (past to future), known as the mental timeline (MTL). In language, this MTL was supported by space-time congruency effects: People are faster to make lexical decisions to words conveying past or future information when left/right manual responses are compatible with the MTL. Alternatively, in cultures where people read from right to left, space-time congruency effects go in the opposite direction.

Embodied time: Effect of reading expertise on the spatial representation of past and future.

How do people grasp the abstract concept of time? It has been argued that abstract concepts, such as future and past, are grounded in sensorimotor experience. When responses to words that refer to the past or the future are either spatially compatible or incompatible with a left-to-right timeline, a space-time congruency effect is observed. In the present study, we investigated whether reading expertise determines the strength of the space-time congruency effect, which would suggest that learning to read and write drives the effect.

Is there evidence for a noisy computation deficit in developmental dyslexia?

The noisy computation hypothesis of developmental dyslexia (DD) is particularly appealing because it can explain deficits across a variety of domains, such as temporal, auditory, phonological, visual and attentional processes. A key prediction is that noisy computations lead to more variable and less stable word representations. A way to test this hypothesis is through repetition of words, that is, when there is noise in the system, the neural signature of repeated stimuli should be more variable.

Structural gray matter features and behavioral preliterate skills predict future literacy - A machine learning approach.

When children learn to read, their neural system undergoes major changes to become responsive to print. There seem to be nuanced interindividual differences in the neurostructural anatomy of regions that later become integral parts of the reading network. These differences might affect literacy acquisition and, in some cases, might result in developmental disorders like dyslexia.

Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy.

The main objective of this longitudinal study was to investigate the neural predictors of reading acquisition. For this purpose, we followed a sample of 54 children from the end of kindergarten to the end of second grade. Preliterate children were tested for visual symbol (checkerboards, houses, faces, written words) and auditory language processing (spoken words) using a passive functional magnetic resonance imaging paradigm.

As time goes by: Space-time compatibility effects in word recognition.

The processing of time activates a spatial left-to-right mental timeline, where past events are "located" to the left and future events to the right. If past and future words activate this mental timeline, then the processing of such words should interfere with hand movements that go in the opposite direction. To test this hypothesis, we conducted 3 visual lexical decision tasks with conjugated (past/future) verbs and pseudoverbs.

Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models.

How do children learn to read? How do deficits in various components of the reading network affect learning outcomes? How does remediating one or several components change reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a developmentally plausible computational model of reading acquisition. The model is used to understand normal and impaired reading development (dyslexia). In particular, we show that it is possible to simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary.

Cortical anchoring of the microtubule cytoskeleton is essential for neuron polarity.

The development of a polarized neuron relies on the selective transport of proteins to axons and dendrites. Although it is well known that the microtubule cytoskeleton has a central role in establishing neuronal polarity, how its specific organization is established and maintained is poorly understood. Using the in vivo model system , we found that the highly conserved UNC-119 protein provides a link between the membrane-associated Ankyrin (UNC-44) and the microtubule-associated CRMP (UNC-33).

Frequency-tagged visual evoked responses track syllable effects in visual word recognition.

The processing of syllables in visual word recognition was investigated using a novel paradigm based on steady-state visual evoked potentials (SSVEPs). French words were presented to proficient readers in a delayed naming task. Words were split into two segments, the first of which was flickered at 18.

SIMPLE: Structured illumination based point localization estimator with enhanced precision.

We present a structured illumination microscopy based point localization estimator (SIMPLE) that achieves a 2-fold increase in single molecule localization precision compared to conventional centroid estimation methods. SIMPLE advances the recently introduced MINFLUX concept by using precisely phase-shifted sinusoidal wave patterns as nanometric rulers for simultaneous particle localization based on photon count variation over a 20 μm field of view. We validate SIMPLE in silico and experimentally on a TIRF-SIM setup using a digital micro-mirror device (DMD) as a spatial light modulator.

Steady state visual evoked potentials in reading aloud: Effects of lexicality, frequency and orthographic familiarity.

The present study explored the possibility to use Steady-State Visual Evoked Potentials (SSVEPs) as a tool to investigate the core mechanisms in visual word recognition. In particular, we investigated three benchmark effects of reading aloud: lexicality (words vs. pseudowords), frequency (high-frequency vs.

Understanding Dyslexia Through Personalized Large-Scale Computational Models.

Learning to read is foundational for literacy development, yet many children in primary school fail to become efficient readers despite normal intelligence and schooling. This condition, referred to as developmental dyslexia, has been hypothesized to occur because of deficits in vision, attention, auditory and temporal processes, and phonology and language. Here, we used a developmentally plausible computational model of reading acquisition to investigate how the core deficits of dyslexia determined individual learning outcomes for 622 children (388 with dyslexia).

Behavioral and electrophysiological investigation of speech perception deficits in silence, noise and envelope conditions in developmental dyslexia.

The present study investigated whether children with developmental dyslexia showed specific deficits in the perception of three phonetic features (voicing, place, and manner of articulation) in optimal (silence) and degraded listening conditions (envelope-coded speech versus noise), using both standard behavioral and electrophysiological measures. Performance of children with dyslexia was compared to that of younger typically developing children who were matched in terms of reading age. Results showed no significant group differences in response accuracy except for the reception of place-of-articulation in noise.