Skill dependent audiovisual integration in the fusiform induces repetition suppression.

ABSTRACT: Learning to read entails mapping existing phonological representations to novel orthographic representations and is thus an ideal context for investigating experience driven audiovisual integration. Because two dominant brain-based theories of reading development hinge on the sensitivity of the visual-object processing stream to phonological information, we were interested in how reading skill relates to audiovisual integration in this area. Thirty-two children between 8 and 13 years of age spanning a range of reading skill participated in a functional magnetic resonance imaging experiment. Participants completed a rhyme judgment task to word pairs presented unimodally (auditory- or visual-only) and cross-modally (auditory followed by visual). Skill-dependent sub-additive audiovisual modul

SUBMITTER: McNorgan C 

PROVIDER: S-EPMC4303511 | biostudies-literature | 2015 Feb

REPOSITORIES: biostudies-literature