Karalyn Patterson – författare

This engaging volume for the general reader explores how individuals and societies remember, forget and commemorate events of the past. The collection of eight essays takes an interdisciplinary approach to address the relationships between individual experience and collective memory, with leading experts from the arts and sciences. We might expect scientists to be concerned with studying just the mental and physical processes involved in remembering, and humanities scholars to be interested in the products of memory, such as books, statues and music. This collection exposes the falseness of such a dichotomy, illustrating the insights into memory which can be gained by juxtaposing the complementary perspectives of specialists venturing beyond the normal boundaries of their disciplines. The authors come from backgrounds as diverse as psychoanalysis, creative writing, neuroscience, social history and medicine.

This engaging volume for the general reader explores how individuals and societies remember, forget and commemorate events of the past. The collection of eight essays takes an interdisciplinary approach to address the relationships between individual experience and collective memory, with leading experts from the arts and sciences. We might expect scientists to be concerned with studying just the mental and physical processes involved in remembering, and humanities scholars to be interested in the products of memory, such as books, statues and music. This collection exposes the falseness of such a dichotomy, illustrating the insights into memory which can be gained by juxtaposing the complementary perspectives of specialists venturing beyond the normal boundaries of their disciplines. The authors come from backgrounds as diverse as psychoanalysis, creative writing, neuroscience, social history and medicine.

A child with developmental dyslexia or an adult with a reading disorder following brain damage might read the word shoe as ‘show’, why does this happen?Most current information processing models of reading distinguish between two alternative procedures for the pronunciation of a printed word. The difference between these concerns the level at which orthography is translated to phonology in one, the word-level procedure, a word is read aloud with reference to knowledge specific to that whole word. In the other, the sub-word-level procedure, a printed word is pronounced with reference to knowledge about smaller segments which occur in many different words.Both procedures contribute to normal skilled reading and its acquisition. But if one of the procedures is disrupted, then oral reading will be forced to rely on the alternative routine. Surface dyslexia is a general label for any disorder of reading which results from inadequate functioning of the word-level procedure and in consequence abnormal reliance on sub-word level translation from orthography to phonology.Originally published in 1985, this book provides new evidence about the diverse manifestations of surface dyslexia in adult neurological patients and in children with developmental disorders of reading. The data are drawn from speakers of a range of languages with distinct orthographies. Process models for the pronunciation of print are elaborated, and an appendix gives neurological information on the patients reported.

A child with developmental dyslexia or an adult with a reading disorder following brain damage might read the word shoe as ‘show’, why does this happen?Most current information processing models of reading distinguish between two alternative procedures for the pronunciation of a printed word. The difference between these concerns the level at which orthography is translated to phonology in one, the word-level procedure, a word is read aloud with reference to knowledge specific to that whole word. In the other, the sub-word-level procedure, a printed word is pronounced with reference to knowledge about smaller segments which occur in many different words.Both procedures contribute to normal skilled reading and its acquisition. But if one of the procedures is disrupted, then oral reading will be forced to rely on the alternative routine. Surface dyslexia is a general label for any disorder of reading which results from inadequate functioning of the word-level procedure and in consequence abnormal reliance on sub-word level translation from orthography to phonology.Originally published in 1985, this book provides new evidence about the diverse manifestations of surface dyslexia in adult neurological patients and in children with developmental disorders of reading. The data are drawn from speakers of a range of languages with distinct orthographies. Process models for the pronunciation of print are elaborated, and an appendix gives neurological information on the patients reported.

To understand mental function, we need to uncover the representations and processes underlying our ability to comprehend and to produce words, sentences,numbers and objects (or pictures of them). The unique contribution of the field of cognitive neuropsychology is the investigation of these representations and processes in individuals who have sustained selective brain damage. Indeed, studies of such individuals provide a window into the mental system and allow us to explore the functional architecture that is necessary and sufficient for cognition. This special issue of Cognitive Neuropsychology is a collection of papers that exemplifies this type of cognitive neuropsychology research. The special issue is designed to honour and pay tribute to Eleanor M. Saffran, one of the pioneers of this discipline, who adopted this approach in her wide-ranging investigations of individuals with cognitive impairment following brain damage.The papers included in this collection all explore issues concerning behavioural and neural mechanisms mediating cognition and are divided into four separate sections. Two of these focus on language, with the emphasis of the first on single word recognition and the second on processes that are invoked beyond the single word level. Conceptual and semantic processes are covered in a third section and the final section is concerned with issues related to more peripheral processes, which, when impaired, give rise to alexia, agnosia and/or agraphia. This extensive collection of papers represents a comprehensive overview of the current state of the field and the papers elucidate the most recent findings in the domain of cognitive neuropsychology.