Displaying 1 - 7 of 7
  • Araújo, S., Reis, A., Faísca, L., & Petersson, K. M. (in press). Brain sensitivity to words and the “word recognition potential”. In D. Marques, & J. H. Toscano (Eds.), De las neurociencias a la neuropsicologia: el estúdio del cerebro humano. Barranquilla, Colombia: Corporación Universitaria Reformada.
  • Heyselaar, E., Peeters, D., & Hagoort, P. (in press). Do we predict upcoming speech content in naturalistic environments? Language, Cognition and Neuroscience.
  • Levshina, N. (in press). Communicative efficiency and differential case marking: A reverse-engineering approach. Linguistics Vanguard.
  • Levshina, N. (in press). Conditional inference trees and random forests. In M. Paquot, & T. Gries (Eds.), Practical Handbook of Corpus Linguistics. New York: Springer.
  • Levshina, N., & Moran, S. (in press). Efficiency in human languages: Corpus evidence for universal principles. Linguistics Vanguard.
  • Van Bergen, G., & Hogeweg, L. (in press). Managing interpersonal discourse expectations: a comparative analysis of contrastive discourse particles in Dutch. Linguistics.
  • Van Paridon, J., Ostarek, M., Arunkumar, M., & Huettig, F. (in press). Does neuronal recycling result in destructive competition? The influence of learning to read on the recognition of faces. Psychological Science.


    Written language, a human cultural invention, is far too recent for dedicated neural infrastructure to have evolved in its service. Culturally newly acquired skills (e.g. reading) thus ‘recycle’ evolutionarily older circuits that originally evolved for different, but similar functions (e.g. visual object recognition). The destructive competition hypothesis predicts that this neuronal recycling has detrimental behavioral effects on the cognitive functions a cortical network originally evolved for. In a study with 97 literate, low-literate, and illiterate participants from the same socioeconomic background we find that even after adjusting for cognitive ability and test-taking familiarity, learning to read is associated with an increase, rather than a decrease, in object recognition abilities. These results are incompatible with the claim that neuronal recycling results in destructive competition and consistent with the possibility that learning to read instead fine-tunes general object recognition mechanisms, a hypothesis that needs further neuroscientific investigation.

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