Gender‐specific contribution of a visual cognition network to reading abilities
Bibliographic Data
| ID | 9620928 |
|---|---|
| Authors | Lynn Huestegge (0000-0002-1323-7336, RWTH Aachen University, corresponding author), Stefan Heim (0000-0002-5818-8355, Forschungszentrum Jülich), Elena Zettelmeyer (Westfälische Hochschule), Christiane Lange‐küttner (0000-0001-6021-8931, London Metropolitan University) |
| Year | 2012 |
| Volume | 103 |
| Issue | 1 |
| Pages | 117-128 |
| Publication date | 2012-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8295.2011.02050.x |
| PMID | 22229778 |
| OpenAlex | W1511361101 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
Based on the assumption that boys are more likely to tackle reading based on the visual modality, we assessed reading skills, visual short‐term memory (VSTM), visual long‐term memory for details (VLTM‐D), and general non‐verbal cognitive ability in primary school children. Reading was within the normal range in both accuracy and understanding. There was no reading performance gap in favour of girls, on the contrary, in this sample boys read better. An entire array of visual, non‐verbal processes was associated directly or indirectly with reading in boys, whereas this pattern was not observed for the girls
Cognition · Cognitive psychology · Developmental psychology · Linguistics · Perception · Reading (process) · Visual perception · Cognitive and developmental aspects of mathematical skills · Neuroscience · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes
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| Citations per year | 0.31 |
|---|---|
| Citation span | 2013 - 2017 (5) |
| Highly cited | No |