Nervenheilkunde 2012; 31(11): 850-852
DOI: 10.1055/s-0038-1628234
Geist & Gehirn
Schattauer GmbH

Lesen und Schreiben

M. Spitzer
Further Information

Publication History

Publication Date:
23 January 2018 (online)


  • Literatur

  • 1 Bitz U, Gust K, Spitzer M, Kiefer M. Phonological deficit in school children is reflected in the Mismatch Negativity. NeuroReport 2007; 18: 911-915.
  • 2 Dehaene S. Reading in the brain. Penguin Books. 2010
  • 3 Diringer D. Writing. London: Thames & Hudson; 1962
  • 4 Hoenig K, Müller C, Herrnberger B, Spitzer M, Ehret G, Kiefer M. Neuroplasticity of semantic maps for musical instruments in professional musicians. NeuroImage 2011; 56: 1714-1725.
  • 5 Hoenig K, Sim E-J, Bochev V, Herrnberger B, Kiefer M. Conceptual flexibility in the human brain: Dynamic recruitment of semantic maps from visual, motion and motor-related areas. Journal of Cognitive Neuroscience 2008; 20: 1799-1814.
  • 6 Kiefer M. Repetition priming modulates category-related effects on event-related potentials: Further evidence for multiple cortical semantic systems. Journal of Cognitive Neuroscience 2005; 17: 199-211.
  • 7 Kiefer M, Sim E-J, Liebich S, Hauk O, Tanaka J. Experience-dependent plasticity of conceptual representations in human sensory-motor areas. Journal of Cognitive Neuroscience 2007; 19: 525-542.
  • 8 Kiefer M, Sim E-J, Herrnberger B, Grothe J, Hoenig K. The sound of concepts: Four markers for a link between auditory and conceptual brain systems. The Journal of Neuroscience 2008; 28: 12224-12230.
  • 9 Longcamp M, Boucard C, Gilhodes JC, Anton JL, Roth M, Nazarian B, Velay JL. Learning through hand- or typewriting influences visual recognition of new graphic shapes: Behavioral and functional imaging evidence. Journal of Cognitive Neuroscience 2008; 20: 802-815.
  • 10 Longcamp M, Hlushchuk Y, Hari R. What differs in visual recognition of handwritten vs. printed letters?. An fMRI study. Human Brain Mapping 2011; 32: 1250-1259.
  • 11 Longcamp M, Zerbato-Poudou MT, Velay JL. The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica 2005; 119: 67-79.
  • 12 Mangen A, Velay J-L. Digitizing literacy: Reflections on the haptics of writing. In: Zadeh MH. (ed). Advances in Haptics. Rijeka: InTech; 2010: 385-402.
  • 13 Morrison RE, Inhoff AW. Visual factors and eye movements in reading. Visible Language 1981; 15: 129-146.
  • 14 Rayner K, Pollatsek A. The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall; 1989
  • 15 Rayner K. et al. How psychological science informs the teaching of reading. Psychological Science in the Public Interest 2001; 2: 31-74.
  • 16 Reicher GM. Perceptual recognition as a function of meaningfulness of stimulus material. Journal of Experimental Psychology 1969; 81: 275-280.
  • 17 Taylor I. Writing systems and reading. In: MacKinnon GE, Waller TG. (Hrsg). Reading Research: Advances in Theory and Practice, Bd. 2. New York: Academic Press; 1981: 1-51.
  • 18 Taylor I, Taylor MM. The Psychology of Reading. New York: Academic Press; 1983
  • 19 Wolf M. Proust and the squid: The story and science oft he reading brain. Harper Perennial. 2008
  • 20 Schmoll H. Viele Grundschüler können nicht schreiben. FAZ 02.09.2011, S. 9.