活動名稱 [2019 Seminar] 10/22 The acquisition of orthographic knowledge in children with or without reading difficulty  

The acquisition of orthographic knowledge in
children with or without reading difficulty

Speaker:
Dr. Yu-Lin Tzeng
Post-doctoral researcher, Institute of Linguistics, Academia Sinica
Time: 02:00 pm – 04:00 pm
Date: 22.October.2019
Location: The performance hall, student activity center, NYMU. (國立陽明大學學生活動中心表演廳)

A seminar was held dated on 22.Oct.2019 at the department of Cognitive neuroscience, which was attended together by students of Cognitive Neuroscience NCU as well as students of Yang Ming University. The distinguished guest speaker of the seminar was Dr.Yu-Lin Tzeng, post-doctoral research fellow at Institute of linguistics, Academia Sinica. She welcomed the participants and presented an interesting topic “The acquisition of orthographic knowledge in children with or without reading difficulty” to all.
Prof.Yu-Lin Tzeng shared an interested topic in the domain of orthographic knowledge and evidences from lexicality effect in children with or without reading ability. Reading is one of the most impressive ability of human being to obtain and exchange information in daily life. The lexicality effect represents the sensitivity to the legality of orthographic forms by measuring the responses to words, pseudo-words and non-words. She also shared her ERP study’s findings to investigate how reading ability shapes the lexicality effect on N400. Furthermore, she also shared her findings from the ERP’s studies by showing pictures that normal children showed a reverse pattern of lexicality effects in anterior and posterior regions. The seminar was ended with a Question and Answering session, in which students showed interests in her talk by asking more questions. In the post-seminar session, she shared her research area of interest in detail to the participants and also clarify participants’ queries in detail. By attending the seminar, we hope together we can acquire more in the field of orthographic knowledge to investigate how reading ability shapes the lexicality effect.
 
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