Neuropsychological Interference Mechanisms in Aphasia and Dyslexia

  • Eric R. Brown


This chapter is one of a series of papers devoted to the development of an explanatory model of reading. An explanatory model might be expected to delineate the process as a whole, order most of the known data, explain certain puzzling anomalies, and predict the dimensions of successful methods for teaching children to read (Brown, 1970). Furthermore, following Sperling (1970), we can propose that components of an information-processing model ought to have three types of potential verification: structural, functional (or behavioral), and neurological. Structural verification requires that the component must be essential to the logic of the explanation; functional or behavioral verification requires that the component be open to experimental investigation (e.g., perceptual or psycholinguistic studies); and neurological verification requires that the component have potential neuronal equivalents in the form of spatiotemporal physiological events (Lenneberg, 1974). It is this last level of explanation which will be the primary domain of this discussion.


Brain Damage Learning Disa Dyslexic Child Reading Process Reading Acquisition 
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Copyright information

© Plenum Press, New York 1976

Authors and Affiliations

  • Eric R. Brown
    • 1
  1. 1.New York UniversityNew YorkUSA

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