Jessica R. Nelson

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Using fMRI, we compared the patterns of fusiform activity produced by viewing English and Chinese for readers who were either English speakers learning Chinese or Chinese-English bilinguals. The pattern of fusiform activity depended on both the writing system and the reader's native language. Native Chinese speakers fluent in English recruited bilateral(More)
Adults of varying reading comprehension skill learned a set of previously unknown rare English words (e.g., gloaming) in three different learning conditions in which the type of word knowledge was manipulated. The words were presented in one of three conditions: (1) orthography-to-meaning (no phonology); (2) orthography-to-phonology (no meaning); and (3)(More)
The neural substrate for reading includes highly general subsystems, collectively the known as the “reading network.” To the extent that these subsystems are universal, they must somehow support the reading of a wide range of languages with a diverse set of written forms and mapping principles. In this chapter, we explore the highly contrastive cases of(More)
We trained adult learners the meanings of rare words to test hypotheses about modality effects in learning word forms. These hypotheses are that (1) written (orthographic) training leads to a better representation of word form than phonological training, that (2) recognition memory for a word is partly dependent upon congruence between training and testing(More)
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