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The Literate Brain

2019
  • Araújo, S., Fernandes, T., & Huettig, F. (2019). Learning to read facilitates retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex-illiterate, and schooled literate adults. Developmental Science. Advance online publication. doi:10.1111/desc.12783.   Downloadable fulltext >
  • Favier, S., Wright, A., Meyer, A. S., & Huettig, F. (2019). Proficiency modulates between- but not within-language structural priming. Journal of Cultural Cognitive Science. Downloadable fulltext >
  • Hervais-Adelman, A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., Eisner, F., & Huettig, F. (2019). Learning to read recycles visual cortical networks without destruction. Science Advances, 5(9): eaax0262. doi:10.1126/sciadv.aax0262. Downloadable fulltext >
  • Huettig, F., & Pickering, M. (2019). Literacy advantages beyond reading: Prediction of spoken language. Trends in Cognitive Sciences, 23(6), 464-475. doi:10.1016/j.tics.2019.03.008. Downloadable fulltext >
  • Smalle, E., Szmalec, A., Bogaerts, L., Page, M. P. A., Narang, V., Misra, D., Araujo, S., Lohagun, N., Khan, O., Singh, A., Mishra, R. K., & Huettig, F. (2019).Literacy improves short-term serial recall of spoken verbal but not visuospatial items – Evidence from illiterate and literate adults. Cognition, 185, 144-150. doi:10.1016/j.cognition.2019.01.012. Downloadable fulltext >
2018
  • Huettig, F., Lachmann, T., Reis, A., & Petersson, K. M. (2018). Distinguishing cause from effect – Many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience, 33(3), 333-350. doi:10.1080/23273798.2017.1348528.    Downloadable fulltext >
  • Huettig, F., Kolinsky, R., Lachmann, T. (2018). The culturally co-opted brain: how literacy affects the human mind. Language, Cognition and Neuroscience33(3), 275-277. doi:10.1080/23273798.2018.1425803.  Downloadable fulltext >

2017
  • Huettig, F., Mishra, R. K., & Padakannaya, P. (2017). Editorial. Journal of Cultural Cognitive Science, 1(1), 1. doi:10.1007/s41809-017-0006-2. Downloadable fulltext >
  • Skeide, M. A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., Eisner, F., & Huettig, F. (2017). Learning to read alters cortico-subcortical crosstalk in the visual system of illiterates. Science Advances, 5(3): e1602612. doi:10.1126/sciadv.1602612. Downloadable fulltext >
2015
  • Huettig, F., & Brouwer, S. (2015). Delayed anticipatory spoken language processing in adults with dyslexia – Evidence from eye-tracking. Dyslexia, 21(2), 97-122. doi:10.1002/dys.1497. Downloadable fulltext >
2014
  • Huettig, F., & Mishra, R. K. (2014). How literacy acquisition affects the illiterate mind – A critical examination of theories and evidence. Language and Linguistics Compass, 8(10), 401-427. doi:10.1111/lnc3.12092. Downloadable fulltext >
  • Mani, N., & Huettig, F. (2014). Word reading skill predicts anticipation of upcoming spoken language input: A study of children developing proficiency in reading. Journal of Experimental Child Psychology, 126, 264-279. doi:10.1016/j.jecp.2014.05.004. Downloadable fulltext >
  • Olivers, C. N. L., Huettig, F., Singh, J. P., & Mishra, R. K. (2014). The influence of literacy on visual search. Visual Cognition, 21, 74-101. doi:10.1080/13506285.2013.875498. Link to source >
  • Smith, A. C., Monaghan, P., & Huettig, F. (2014). Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model. Cognitive Psychology, 75, 28-54. doi:10.1016/j.cogpsych.2014.07.002. Downloadable fulltext >
2012
  • Mishra, R. K., Singh, N., Pandey, A., & Huettig, F. (2012). Spoken language-mediated anticipatory eye movements are modulated by reading ability: Evidence from Indian low and high literates. Journal of Eye Movement Research, 5(1): 3, pp. 1-10. doi:10.16910/jemr.5.1.3. Downloadable fulltext >
2011
  • Huettig, F., Singh, N., & Mishra, R. K. (2011). Language-mediated visual orienting behavior in low and high literates. Frontiers in Psychology, 2: e285. doi:10.3389/fpsyg.2011.00285. Downloadable fulltext >
Selected proceedings
  • Smith, A. C., Monaghan, P., & Huettig, F. (2014b). Examining strains and symptoms of the ‘Literacy Virus’: The effects of orthographic transparency on phonological processing in a connectionist model of reading. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Meeting of the Cognitive Science Society (CogSci 2014). Austin, TX: Cognitive Science Society.
  • Smith, A. C., Monaghan, P., & Huettig, F. (2013). Modelling the effects of formal literacy training on language mediated visual attention. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Meeting of the Cognitive Science Society (CogSci 2013) (pp. 3420-3425). Austin, TX: Cognitive Science Society. Downloadable fulltext >
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