We will explore how neuropsychology can be leveraged to directly test cognitive neuroscience theories using the case of frontotemporal dementias affecting the language network. Specifically, we will focus on pathological, neuroimaging, and cognitive data from primary progressive aphasia. We will see how they can help us investigate the reading network, semantic knowledge organisation, and grammatical categories processing. Time permitting, the end of the talk will cover the temporal dynamics of semantic dimensions recovery and the role played by the task.

How do children learn to read in different countries? How do deficits in various components of the reading network affect learning outcomes? What are the consequences of such deficits in different languages? In this talk, I will present a full-blown developmentally plausible computational model of reading acquisition that has been implemented in English, French, Italian and German. The model can simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. I will use the model to show how cross-language differences affect the learning-to-read process in different languages and to investigate to what extent similar deficits will produce similar or different manifestations of dyslexia in different languages.