The “handwriting brain”: A meta-analysis of neuroimaging studies of motor versus orthographic processes

Planton, Samuel; Jucla, Mélanie; Roux, Franck‐Emmanuel; Démonet, Jean‐François

doi:10.1016/j.cortex.2013.05.011

Cited by 241 publications

(347 citation statements)

References 74 publications

(108 reference statements)

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“…Ventral premotor areas and both inferior and posterior temporal areas were associated with linguistic processing. Importantly, the frontal ''writing centre'' of Exner, already postulated by Exner in 1881 and recently revived by Roux, Draper, Köpke, and Démonet (2010), in the posterior part of the middle frontal gyrus (MFG, Brodmann Area [BA] 6) -subsequently called ''Exner's area'' -appeared in this meta-analysis ''as the area of strongest and most reliable activity during handwriting'' (Planton et al, 2013;p. 10).…”

Section: Introductionmentioning

confidence: 98%

“…Exner, 1881;Keller & Meister, 2014) and recent research in healthy participants (e.g., Beeson et al, 2003;Longcamp, Anton, Roth, & Velay, 2003;Vinckier et al, 2007) revealed critical areas of the brain involved in writing processes by means of functional neuroimaging techniques. A recently published meta-analysis of neuroimaging studies on handwriting by Planton, Jucla, Roux, and Démonet (2013) identified a left-hemispheric parieto-frontal network in the brain to be involved in writing processes. This network includes middle frontal gyrus, superior frontal sulcus, inferior parietal lobule, superior parietal lobule (SPL), intraparietal sulcus (IPS) and the right cerebellum.…”

Section: Introductionmentioning

confidence: 98%

“…10). Planton et al (2013) redefined Exner's area as a region bridging the gap between graphemic abstract representations and motor execution programmes of handwriting. They agreed with findings based on clinical data from Binkofski and Buccino (2004), who described Exner's area as the final pathway transferring linguistic impulses into writing programmes (i.e., grapheme formation and their temporal sequencing).…”

Section: Introductionmentioning

confidence: 99%

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What letters can “learn” from Arabic digits – fMRI-controlled single case therapy study of peripheral agraphia

et al. 2015

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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What letters can “learn” from Arabic digits – fMRI-controlled single case therapy study of peripheral agraphia

et al. 2015

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“…Although most stroke patients regain walking independence, many have continuing problems with mobility due to impaired balance, motor weakness, and decreased walking velocity [18]. Impaired motor functions can be due to paralysis or paresis of the muscles (depending on the site of the lesion), which results from the damage to the brain parenchyma (motor cortex or descending/ascending pathways in the internal capsule and corona radiata), resulting in abnormal regulation of spinal motoneurons, alterations in postural and stretch relexes and loss of voluntary movements [18,[53][54][55][56]. If the lesions involve the internal capsule, thalamus, periventricular white mater, and/or premotor cortex, the recovery of the upper limb motor functions is poorer [25,57].…”

Section: Impaired Motor Functionmentioning

confidence: 99%

Intracerebral Hemorrhage: Issues in Rehabilitation

Dadlani¹,

Agrawal²

2017

Hemorrhagic Stroke - An Update

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While the advancements in the management of the spontaneous intracerebral hemorrhage (SICH) have resulted an increase in survival, this has also resulted in the number of survivors with signiicant functional morbidity that require long-term care and rehabilitation services. SICH can lead to various impairments, and the deicits related to SICH may include impairment in motor and sensory functions, emotional labiality, language dysfunctions, perception deicits and cognitive dysfunctions. In the present chapter, we present an overview of the issues in rehabilitation which are faced by medical personnel's while managing the patients with SICH.

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“…Has the function of communication, that is, plays the role of spreading the culture and concepts of the humanity (1) . According to the literature (2) the written language is defined as a "system of graphic means employed with the purpose of produce acceptable utterances and texts in a given language community".…”

Section: Introductionmentioning

confidence: 99%

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

Cardoso

Henderson²,

Capellini

2014

Audiol., Commun. Res.

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Purpose: To perform the translation and cultural adaptation of the Detailed Assessment of Speed of Handwriting (DASH) for the Brazilian population. Methods: (1) Evaluation of conceptual and items equivalence, and (2) Semantic equivalence, including the steps of (2a) Translation, (2b) retranslation, (2c) Review by the committee of judges and (2d) Pre-test. The second step was carried out by two professionals and 2b by two other professionals, 2c was formed by speech therapists, occupational therapists and educators and the 2d was carried out with 32 students, four from each age group (9-16 years old). Results: (1) It was found that the concepts and items are equivalent in both cultures (British and Brazilian). In the second stage it was found that two tasks in the original procedure, pangrama classified as a phrase in the English language is used. Therefore, when performing unification of translations, an adjustment was made for the phrase pangrama in Portuguese. In 2bshowed that the translation was valid and 2c was consolidated all versions produced in a single version in Portuguese, which was applied in school. In 2d there was acceptance and understanding of the students in the proposed tasks and internal consistency value of 0.701, others words, Métodos: (1) Avaliação de equivalências conceitual e de itens e (2)Avaliação da equivalência semântica, que envolveu as etapas de (2a) Tradução, (2b) Retradução, (2c) Revisão pelo comitê de juízes e (2d) Pré-teste. A etapa 2a foi realizada por dois profissionais e a 2b por outros dois profissionais; na etapa 2c foi composto por um comitê de juízes fonoaudiólogas, pedagogas e terapeutas ocupacionais e a 2d foi realizada com 32 escolares, sendo quatro de cada faixa etária (de 9 a 16 anos). Resultados:(1) Verificou-se que os conceitos e os itens são equivalentes nas duas culturas (britânica e brasileira). Na etapa 2a, observou-se que, em duas tarefas do procedimento original, foi utilizada uma frase classificada como pangrama na língua inglesa. Diante disso, ao se realizar a unificação das traduções, foi feita uma adaptação da frase para um pangrama na língua portuguesa. Na etapa 2b, verificou-se que a tradução foi válida e na 2c, todas as versões produzidas foram consolidadas em uma única versão, em português, que foi aplicada aos escolares. Na etapa 2d, constatou-se aceitabilidade e compreensão dos escolares nas tarefas propostas e valor de consistência interna de 0,701, ou seja, variabilida-

show abstract

The “handwriting brain”: A meta-analysis of neuroimaging studies of motor versus orthographic processes

Cited by 241 publications

References 74 publications

What letters can “learn” from Arabic digits – fMRI-controlled single case therapy study of peripheral agraphia

What letters can “learn” from Arabic digits – fMRI-controlled single case therapy study of peripheral agraphia

Intracerebral Hemorrhage: Issues in Rehabilitation

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

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