Прямо сейчас ваш мозг совершает подвиг. Как человек научился читать и превращать слова на бумаге в миры и смыслы - Станислас Деан

Finger, S. (1994). Origins of neuroscience: A history of explorations into brain function. New York: Oxford University Press.

Fischer, F. W., Liberman, I. Y., & Shankweiler, D. (1978). Reading reversals and developmental dyslexia: A further study. Cortex 14(4):496–510.

Fiser, J., & Biederman, I. (2001). Invariance of long-term visual priming to scale, reflection, translation, and hemisphere. Vision Research 41(2):221–234.

Fiset, D., Arguin, M., Bub, D., Humphreys, G. W., & Riddoch, M. J. (2005). How to make the word-length effect disappear in letter-by-letter dyslexia. Psychological Science 16(7):535–541.

Fisher, S. E., & Francks, C. (2006). Genes, cognition and dyslexia: Learning to read the genome. Trends in Cognitive Sciences 10(6): 250–257.

Fodor, J. A. (1983). The modularity of mind. Cambridge, MA MIT Press.

Fox, M. D., Corbetta, M., Snyder, A. Z., Vincent, J. L., & Raichle, M. E. (2006). Spontaneous neuronal activity distinguishes human dorsal and ventral attention systems. Proceedings of the National Academy of Sciences 103(26):10046–10051.

Friederici, A. D., Opitz, B., & von Cramon, D. Y. (2000). Segregating semantic and syntactic aspects of processing in the human brain: An fMRI investigation of different word types. Cerebral Cortex 10(7):698–705.

Frith, U. (1985). Beneath the surface of developmental dyslexia. // Patterson, K. E., Marshall, J. C., & Coltheart, M. (Eds.), Surface dyslexia: Cognitive and neuropsychological studies of phonological reading (c. 301–330). Hillsdale, NJ: Erlbaum.

Fu, S., Chen, Y., Smith, S., Iversen, S., & Matthews, P. M. (2002). Effects of word form on brain processing of written Chinese. Neuroimage 17(3):1538–1548.

Gaillard, R., Del Cul, A., Naccache, L., Vinckier, F., Cohen, L., & Dehaene, S. (2006). Nonconscious semantic processing of emotional words modulates conscious access. Proceedings of the National Academy of Sciences 103(19):7524–7529.

Gaillard, R., Naccache, L., Pinel, P., Clemenceau, S., Volle, E., Hasboun, D., Dupont, S., Baulac, M., Dehaene, S., Adam, C., & Cohen, L. (2006). Direct intracranial, fMRI, and lesion evidence for the causal role of left inferotemporal cortex in reading. Neuron 50(2):191–204.

Gaillard, W. D., Balsamo, L. M., Ibrahim, Z., Sachs, B. C., & Xu, B. (2003). fMRI identifies regional specialization of neural networks for reading in young children. Neurology 60(1):94–100.

Galaburda, A. M., & Livingstone, M. (1993). Evidence for a magnocellular deficit in developmental dyslexia. // Tallal, P., Galaburda, A. M., Llinas, R., & Von Euler, C. (Eds.), Temporal information processing in the nervous system: Special reference to dyslexia and dysphasia (c. 70–82). New York: New York Academy of Sciences.

Galaburda, A. M., LoTurco, J., Ramus, F., Fitch, R. H., & Rosen, G. D. (2006). From genes to behavior in developmental dyslexia. Nature Neuroscience 9(10):1213–1217.

Galaburda, A. M., Menard, M. T., & Rosen, G. D. (1994). Evidence for aberrant auditory anatomy in developmental dyslexia. Proceedings of the National Academy of Sciences 91(17):8010–8013.

Galaburda, A. M., Sherman, G. F., Rosen, G. D., Aboitiz, F., & Geschwind, N. (1985). Developmental dyslexia: Four consecutive patients with cortical anomalies. Annals of Neurology 18(2):222–233.

Gathers, A. D., Bhatt, R., Corbly, C. R., Farley, A. B., & Joseph, J. E. (2004). Developmental shifts in cortical loci for face and object recognition. NeuroReport 15(10):1549–1553.

Gauthier, I., Curran, T., Curby, K. M., & Collins, D. (2003). Perceptual interference supports a non-modular account of face processing. Nature Neuroscience 6(4):428–432.

Gauthier, I., Skudlarski, P., Gore, J. C., & Anderson, A. W. (2000). Expertise for cars and birds recruits brain areas involved in face recognition. Nature Neuroscience 3(2):191–197.

Gauthier, I., Tarr, M. J., Anderson, A. W., Skudlarski, P., & Gore, J. C. (1999). Activation of the middle fusiform “face area” increases with expertise in recognizing novel objects. Nature Neuroscience 2(6):568–573.

Gentaz, E., Colé, P., & Bara, F. (2003). Evaluation d’entraînements multisensoriels de préparation à la lecture pour les enfants en grande section de maternelle: Une étude sur la contribution du système haptique manuel. L’Année Psychologique 104:561–584.

Georgiewa, P., Rzanny, R., Gaser, C., Gerhard, U. J., Vieweg, U., Freesmeyer, D., Mentzel, H. J., Kaiser, W. A., & Blanz, B. (2002). Phonological processing in dyslexic children: a study combining functional imaging and event related potentials. Neuroscience Letters 318(1):5–8.

Georgiewa, P., Rzanny, R., Hopf, J. M., Knab, R., Glauche, V., Kaiser, W. A., & Blanz, B. (1999). fMRI during word processing in dyslexic and normal reading children. Neuroreport 10(16):3459–3465.

Gergely, G., Bekkering, H., & Kiraly, I. (2002). Rational imitation in preverbal infants. Nature 415(6873):755.

Geschwind, N. (1965). Disconnection syndromes in animals and man. Brain 88:237–294.

Goigoux, R. (20 0). Apprendre à lire à l’école: Les limites d’une approche idéovisuelle. Psychologie Française 45(235–245).

Goodale, M. A., & Milner, A. D. (1992). Separate visual pathways for perception and action. Trends in Neuroscience 15:20–25.

Goswami, U. (1986). Children’s use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology 42:73–83.

Goswami, U., Gombert, J. E., & de Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics 19:19–52.

Gottfried, J. A., Sancar, F., & Chatterjee, A. (2003). Acquired mirror writing and reading: Evidence for reflected graphemic representations. Neuropsychologia 41(1):96–107.

Gould, J. L., & Marler, P. (1987). Learning by instinct. Scientific American 256 (January): 74–85.

Gould, S. J. (1992). The panda’s thumb: More reflections in natural history. New York: W. W. Norton.

Gould, S. J., & Vrba, E. S. (1982). Exaptation: A missing term in the science of form. Paleobiology 8(1):4–15.

Gouteux, S., Thinus-Blanc, C., & Vauclair, J. (2001). Rhesus monkeys use geometric and nongeometric information during a reorientation task. Journal of Experimental Psychology: General 130(3):505–519.

Grabowski, T. J., Damasio, H., & Damasio, A. R. (1998). Premotor and prefrontal correlates of category-related lexical retrieval.