The present study investigated right-left discrimination, with a paper-and-pen test using line figures. The test consists of line drawings of a person with no, one, or both arms crossing the vertical body axis of the figure. The subjects' task is to mark with a pencil, as fast as possible, which is the right or left hand in the figure. The line drawings are either viewed from the back, from the front, or randomly alternating between the back and front views. The sample consisted of 322 male and female subjects, split into four different groups, from children to old adults. The results showed increasing performance from children to young adults, with a decline in performance in the old adults (>50 years). The condition with alternating front-back views was the most difficult, particularly when the figure also had both arms crossing the vertical body midline. There were no gender differences except for better male performance in the young adults group (18-22 years). The results are discussed in relation to theories of mental rotation and lateralization of information processing strategies, in addition to right-left discrimination across the age groups.

In this fMRI-study, 6-year-old children considered at risk for dyslexia were compared with an age-/gender-matched control group for differences in brain activation when presented with visual stimuli differing in demands for literacy processing. Stimuli were nameable pictures, brand logos familiar to children, and written words - these were either regularly spelled using early-acquired rules ("alphabetic") or more complex ("orthographic"). Brain responses distinguished between the presentation conditions, as a function of group, within many cortical areas. Activation in the alphabetic and orthographic conditions in the left angular gyrus correlated with individual at-risk index scores, and activation in inferior occipito-temporal regions further indicated differential activation for the two groups related to orthographic processing, especially. Since similar patterns are reported in adult dyslexics when processing written words, it appears that sensitivity to the cortical differentiation of reading networks is established prior to formal literacy training.

The establishment of an efficient exchange of information between the cerebral hemispheres is of crucial importance in the developing functionally lateralized brain. The corpus callosum, the major connection between the cerebral hemispheres, grows constantly throughout childhood and adolescence. However, behavioral studies suggest the existence of a critical time period for callosal functional development starting around the age of 6 years. In the present longitudinal study, examining a cohort of 20 children at the age of 6 and 8 years, we assessed the relationship between structural and functional callosal development during this time period. The structural development was quantified by calculating the increase in callosal thickness using a shape-based computational analysis of the mid-sagittal corpus callosum as obtained with magnetic resonance imaging. The functional development was assessed with a speech discrimination task based on the dichotic presentation of consonant-vowel syllables. The statistical analysis revealed that children whose callosal isthmus increased in thickness over the course of 2 years showed a decrease in interhemispheric information transfer. However, children exhibiting a decrease in isthmus thickness revealed an increase in information transfer. These results might indicate a refinement process of the callosal connections to optimize the neuronal communication between the developing cerebral hemispheres.

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.

The present study investigated right left discrimination, with a paper-and-pen test with cartoon figures. The test consisted of line drawings of a person with no, one, or both arms crossing the vertical axis of the body in the figure. The subjects' task was to mark with a pencil, as fast as possible, which was the right or left hand in the figure. The line drawings were viewed from the back, from the front, or randomly alternating between the back and front views. Two studies were conducted. The first consisted of 393 adults: 153 males and 240 females; 338 right-handers and 55 left-handers. The results showed that the males performed better than the females. The left-handers and the right-handers performed equally well. However, the left-handed males performed better than the right-handed males. There was no difference in performance between the right-handed and the left-handed females. The second study consisted of 175 right-handed college students: 63 psychology students. 54 medical students, and 58 law students. The main finding was that the medical students performed better than the psychology students for all figure orientation subtests and for all arm positions. In comparison with the law students, the medical students performed at the same level on the back view subtest, but they performed better on the front view subtest and on two out of three arm positions on the alternating view subtest.