Is inhibitory control involved in discriminating pseudowords that contain the reversible letters b and d?

Foisy, Lorie‐Marlène Brault; Ahr, Emmanuel; Masson, Stève; Houdé, Olivier

doi:10.1016/j.jecp.2017.05.011

Cited by 19 publications

(16 citation statements)

References 36 publications

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“…These regions have been repeatedly found to be involved in inhibitory control mechanisms in a wide range of cognitive tasks (Leung, Skudlarski, Gatenby, Peterson, & Gore, ; Liddle, Kiehl, & Smith, ; Lie, Specht, Marshall, & Fink, ). Moreover, cognitive studies have shown an involvement of inhibitory control mechanisms when successfully reasoning in incongruent situations in domains such as arithmetic, grammar, and reading (Borst, Poirel, Pineau, Cassotti, & Houdé, ; Brault Foisy, Ahr, Masson, Houdé, & Borst, ; Lanoë, Vidal, Lubin, Houdé, & Borst, ; Poirel et al, ). Regression analysis revealed that activation in the left VLPC/DLPC did not only differ between groups, but is also a linear function of the individual level of science competence.…”

Section: Discussionmentioning

confidence: 99%

Individual differences in science competence among students are associated with ventrolateral prefrontal cortex activation

Allaire‐Duquette

Bélanger

Grabner

et al. 2019

J of Neuroscience Research

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Functional neuroimaging studies have revealed that, compared with novices, science experts show increased activation in dorsolateral and ventrolateral prefrontal brain areas associated with inhibitory control mechanisms when providing scientifically valid responses in tasks related to electricity and mechanics. However, no study thus far has explored the relationship between activation of the key brain regions involved in inhibitory control mechanisms, namely the ventrolateral prefrontal cortex (VLPC) and dorsolateral prefrontal cortex (DLPC), and individual differences in conceptual science competence, while controlling for scientific training. In the present study, 24 secondary school students (11 female participants, 13 male participants) were selected from a larger pool based on their performance on a conceptual science questionnaire and were divided into groups with low and high conceptual science competence. In an fMRI block design, participants had to verify the correctness (true or false) of congruent and incongruent statements. In congruent statements, both spontaneous and scientific conceptions about given natural phenomena lead to a scientifically appropriate judgment. However, in incongruent statements, commonly held spontaneous conceptions about natural phenomena lead to a scientifically inappropriate judgment. The interaction effect reveals that students with higher conceptual science competence display stronger activation of the left VLPC and DLPC in incongruent trials than in congruent trials. These findings show that activation of the VLPC and DLPC when reasoning in incongruent situations underlies individual differences in conceptual science competence, and suggests stronger recruitment of inhibitory control mechanisms in more competent individuals. K E Y W O R D SfMRI, individual differences, inhibitory control, prefrontal cortex, science competence, student conceptions | INTRODUC TI ONUnderstanding fundamental scientific concepts is a prerequisite for higher order scientific reasoning and successful problem-solving, and is essential to becoming a knowledgeable individual who can make informed decisions and fully participate in society. However, learning scientific concepts can be challenging. Results of the TIMSS 2015 (Trends in International Mathematics and Science Study) reveal

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Section: Discussionmentioning

confidence: 99%

Individual differences in science competence among students are associated with ventrolateral prefrontal cortex activation

Allaire‐Duquette

Bélanger

Grabner

et al. 2019

J of Neuroscience Research

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“…Nevertheless, a child can be indirectly perturbed or induced into error, if a character activates its un-oriented representation in memory. Another reason is that none of the reversals of the characters reported here (digits and capital letters) are legible characters, unlike the reversals of the lowercase letters b, d, p, and q, which are the letters classically studied in investigations of reversal during reading [25,67,69,70].…”

Section: Can the Theory Be Extended To Character Recognition?mentioning

confidence: 99%

A Synoptic and Theoretical Account of Character (Digits and Capital Letters) Reversal in Writings by Typically Developing Children

Fischer

Luxembourger

2018

Education Sciences

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Reversing characters (digits and letters) when writing, and complete mirror writing, raise one of the oldest and most mysterious questions in developmental and educational psychology: Why do five-year-old children write symbols (e.g., ∃ for E) they have neither learnt nor seen? Attempts to draw up a complete explanatory theory of character reversal in writings by typically developing children were long hindered by the existence of a seemingly satisfactory explanation (left-hand writing), the failure to bring together research in neuropsychology and educational psychology, and the failure to consider the shape and structure of the characters. The present paper remedies this situation by describing a new, comprehensive theory based on recent neuropsychological findings and extensive empirical observations. The theory assumes that a character's orientation, detected in the early visual processing area, is deleted (or made inaccessible) by the mirror generalization process during transfer to memory. Consequently, there is a period, usually around age five, during which children have representations of the characters' shapes but not their orientations. Hence, when asked to write a character, children have to improvise its orientation, and the orientation they choose (implicitly, non-consciously) is often derived from the writing direction in their culture. Introduction: Historical BackgroundCharacter reversal, which results in left-right reversed characters (letters and digits) that appear normal when read in a mirror, is a major component of mirror writing. In the scientific literature, it was first described in 1878 by Buchwald, who reported several cases of character reversal in writing by patients with brain lesions and by healthy individuals, most notably children, nearly all of whom wrote with their left hand [1]. This pioneering study launched a new field of research and triggered numerous reports of mirror writing by both pathological and non-pathological individuals. Less felicitously, Buchwald's implicit suggestion that mirror writing was restricted to people who wrote with their left hand, whether naturally or deliberately, would cloud research for over a century.Erlenmeyer immediately included Buchwald's paper in his book on "Writing", quoting at length the paragraph describing children who mirror wrote with their left hand, but, when alerted to the incorrectness of their writing, wrote correctly with their right hand [2]. Furthermore, by suggesting "abductive left-hand writing" (linkshändige Abductionsschrift in German) as a more appropriate name for "mirror writing", Erlenmeyer reduced mirror writing to a mechanistic result of writing with the left hand: Characters and words are reversed when an individual writes abductively (outwards from the body midline) with the left hand.

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“…Therefore the present findings challenge the accepted way of thinking that character reversal (digits and letters) by typical developing children is the same phenomenon in reading and writing. None of the numerous studies on reversal in reading [7,51,[57][58][59][60][61][62][63][64] underlines such a difference between the two tasks, which are associated in teaching/learning and in the brain [65]. Nevertheless, a simple description of the behavior of children who have unoriented representations of digits can account for the difference between writing and reading: when writing, children make the digits face right and therefore reverse the left-oriented digits 1, 2, 3, 7, and 9; when choosing between a correct and a mirror writing in a recognition task, (if possible) they choose the writing on the right.…”

Section: Discussionmentioning

confidence: 99%

The Battle between the Correct and Mirror Writings of a Digit in Children’s Recognition Memory

Fischer

Luxembourger

2020

Education Sciences

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Recent research into character reversals in writings produced by occidental children has shown that they mainly reverse the left-oriented digits (1, 2, 3, 7, and 9) and therefore appear to apply a right-orienting rule. But do they produce similar reversal errors when asked to recognize the digits? In an experiment, based on eye-tracking observations of 50 children (Mage = 5.4 years), children had to point towards a target digit in a 2 × 2 matrix also containing three distractor digits, one of which was the mirror-reversed writing of the correctly written target digit. This recognition task led to a true “battle” in children’s memory between the two writings of the target digit. This battle is shown in the graphical abstract that represents a heat map from a sub-sample of children (on the left side) and the fixation points map from an individual child (on the right side). Rather than following the predicted right-orienting rule, the children’s responses appeared to be biased towards digits in the right-hand column of the 2 × 2 matrices (when the reversed target digit was not in the same column as the correctly written target digit). As a whole, these findings support the hypotheses that many 4- to 6-year-old’s representations of the digit writings are unoriented in their memory and that these children may adopt different solutions to overcome this lack of orientation depending on whether they write or read.

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Is inhibitory control involved in discriminating pseudowords that contain the reversible letters b and d?

Cited by 19 publications

References 36 publications

Individual differences in science competence among students are associated with ventrolateral prefrontal cortex activation

Individual differences in science competence among students are associated with ventrolateral prefrontal cortex activation

A Synoptic and Theoretical Account of Character (Digits and Capital Letters) Reversal in Writings by Typically Developing Children

The Battle between the Correct and Mirror Writings of a Digit in Children’s Recognition Memory

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