Volume 45, 2003, Supplement I: Contents

This supplement gathers a set of papers built around how the mind learns, remembers, and handles language, with particular attention to reading and dyslexia. Friedhart Klix opens the collection by tracing how evolutionary pressures left their mark on the way humans learn, form concepts, and develop language.

M. Neić and V. Neić look at what happens to memory and speech when people are under stress, drawing on the levels-of-processing framework and on incidental rather than deliberate recall. Avraham Schweiger makes the case, with empirical support, that linguistic processing during reading is neither modular nor fixed but unfolds microgenetically.

Several contributions turn directly to reading difficulty. Thomas Lachmann and Thomas Geyer revisit the old assumption that letter reversals explain dyslexia, offering a critical review and asking whether the matter is really settled. Marta Bogdanowicz writes about spotting children at risk of dyslexia early and stepping in before the problem takes hold.

David Pestalozzi considers the link between dyslexia and binocular vision. Closing the set, Evelin Witruk reports on efforts to train working memory in dyslexic readers and what such training can accomplish.

The volume was issued by Pabst Science Publishers, with offices in Lengerich, Berlin, Bremen, Miami, Riga, Viernheim, Vienna, and Zagreb.