The research reported in the present article investigates whether information is represented the same way in both visual mental imagery and the early phases of visual perception. In Experiment d 1, the same participants scanned over patterns of dots in a mental image (with images based on a just-seen pattern), during perception, and in an iconic image. The time to scan increasing distances increased at comparable rates in the three tasks. However, in Experiment 2, when mental images were created from information stored in long-term memory, participants scanned more slowly in the mental image condition. Nevertheless, the rates of scanning in the perceptual tasks were highly correlated with the rates of scanning in the imagery tasks in both experiments. The results provide evidence that mental images and perceived stimuli are represented similarly and can be processed in the same way.

The capacity to read develops throughout intensive academic learning and training. Several studies have investigated the impact of reading on the brain, and particularly how the anatomy of the brain changes with reading acquisition. In the present study, we investigated the converse issue, namely whether and how reading acquisition is constrained by the anatomy of the brain. Using multimodal MRI, we found that (a) the pattern (continuous or interrupted sulcus) of the posterior part of the left lateral occipito-temporal sulcus (OTS) hosting the visual word form area (VWFA) predicts reading skills in adults; that (b) this effect is modulated by the age of reading acquisition; and that (c) the length of the OTS sulcal interruption is associated with reading skills. Because the sulcal pattern is determined in utero, our findings suggest that individual difference in reading skills can be traced back to early stages of brain development in addition to the well-established socioeconomic and educational factors.