SummaryUsing a visual-to-auditory sensory-substitution algorithm, congenitally fully blind adults were taught to read and recognize complex images using “soundscapes”—sounds topographically representing images. fMRI was used to examine key questions regarding the visual word form area (VWFA): its selectivity for letters over other visual categories without visual experience, its feature tolerance for reading in a novel sensory modality, and its plasticity for scripts learned in adulthood. The blind activated the VWFA specifically and selectively during the processing of letter soundscapes relative to both textures and visually complex object categories and relative to mental imagery and semantic-content controls. Further, VWFA recruitment f...
Visual-to-auditory sensory substitution devices (SSDs) provide improved access to the visual environ...
Complex natural sounds, such as bird singing, people talking, or traffic noise, induce decodable fMR...
Evidence indicates that adequate phonological abilities are necessary to develop proficient reading ...
SummaryThe visual word form area (VWFA) is a ventral stream visual area that develops expertise for ...
The Visual Word Form Area (VWFA) is a ventral-temporal-visual area that develops expertise for visua...
Millions of people are blind worldwide. Sensory substitution (SS) devices (e.g., vOICe) can assist t...
The task-specific principle asserts that, following deafness or blindness, the deprived cortex is re...
The placement and development of the visual word form area (VWFA) have commonly been assumed to depe...
Thirty nine million people are blind worldwide. Sensory Substitution (SS) attempts to aid the blind...
Learning letter and speech sound (LS) associations is a major step in reading acquisition common for...
Sensory substitution refers to the replacement of one sensory input with another. This concept, ori...
SummaryVision is by far the most prevalent sense for experiencing others’ body shapes, postures, act...
After sensory deprivation, the visual cortex is functionally recruited into non-visual cognitive lan...
Restoring vision in blind people is an important goal and can be achieved in certain cases, for inst...
In blind people, the visual cortex takes on higher cognitive functions, including language. Why this...
Visual-to-auditory sensory substitution devices (SSDs) provide improved access to the visual environ...
Complex natural sounds, such as bird singing, people talking, or traffic noise, induce decodable fMR...
Evidence indicates that adequate phonological abilities are necessary to develop proficient reading ...
SummaryThe visual word form area (VWFA) is a ventral stream visual area that develops expertise for ...
The Visual Word Form Area (VWFA) is a ventral-temporal-visual area that develops expertise for visua...
Millions of people are blind worldwide. Sensory substitution (SS) devices (e.g., vOICe) can assist t...
The task-specific principle asserts that, following deafness or blindness, the deprived cortex is re...
The placement and development of the visual word form area (VWFA) have commonly been assumed to depe...
Thirty nine million people are blind worldwide. Sensory Substitution (SS) attempts to aid the blind...
Learning letter and speech sound (LS) associations is a major step in reading acquisition common for...
Sensory substitution refers to the replacement of one sensory input with another. This concept, ori...
SummaryVision is by far the most prevalent sense for experiencing others’ body shapes, postures, act...
After sensory deprivation, the visual cortex is functionally recruited into non-visual cognitive lan...
Restoring vision in blind people is an important goal and can be achieved in certain cases, for inst...
In blind people, the visual cortex takes on higher cognitive functions, including language. Why this...
Visual-to-auditory sensory substitution devices (SSDs) provide improved access to the visual environ...
Complex natural sounds, such as bird singing, people talking, or traffic noise, induce decodable fMR...
Evidence indicates that adequate phonological abilities are necessary to develop proficient reading ...