References

Anderson, M. L. & Finlay, B. L. (2014). Allocating structure to function: The strong links between neuroplasticity and natural selection. Frontiers in Human Neuroscience, 7. 10.3389/fnhum.2013.00918

Anderson, M. L. (2010). Neural reuse: A fundamental organizational principle of the brain. Behavioral and Brain Sciences, 33 (04), 245-266. 10.1017/S0140525X10000853

Ansari, D. (2012). Culture and education: New frontiers in brain plasticity. Trends in Cognitive Sciences, 16 (2), 93-95. 10.1016/j.tics.2011.11.016

Anscombe, G. E. M. (1963). Intention (2nd ed.). Cambridge, Mass: Harvard University Press.

Austin, J. L. (1953). How to talk: Some simple ways. Proceedings of the Aristotelian Society (53), 227-246.

Bedo, N., Ribary, U., Ward, L. M. & Valdes-Sosa, P. A. (2014). Fast dynamics of cortical functional and effective connectivity during word reading. PLoS ONE, 9 (2), e88940-e88940. 10.1371/journal.pone.0088940

Ben-Shachar, M., Dougherty, R. F., Deutsch, G. K. & Wandell, B. A. (2011). The development of cortical sensitivity to visual word forms. Journal of Cognitive Neuroscience, 23 (9), 2387-2399. 10.1162/jocn.2011.21615

Brem, S., Bach, S., Kucian, K., Guttorm, T. K., Martin, E. & Lyytinen, H. (2010). Brain sensitivity to print emerges when children learn letter-speech sound correspondences. Proceedings of the National Academy of Sciences, 107 (17), 7939-7944. 10.1073/pnas.0904402107

Carreiras, M., Armstrong, B. C., Perea, M. & Frost, R. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18 (2), 90-98. 10.1016/j.tics.2013.11.005

Castles, A. & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91 (1), 77-111. 10.1016/S0010-0277(03)00164-1

Clark, A. (2012). Dreaming the whole cat: Generative models, predictive processing, and the enactivist conception of perceptual experience. Mind, 121 (483), 753-771. 10.1093/mind/fzs106

(2013). Whatever next? Predictive brains, situated agents, and the future of cognitive science. Behavioral and Brain Sciences, 36 (03), 181-204. 10.1017/S0140525X12000477

(2015). Embodied prediction. In T. Metzinger & J. M. Windt (Eds.) Open MIND. Frankfurt a. M., GER: MIND Group.

Cohen, L. & Dehaene, S. (2004). Specialization within the ventral stream: The case for the visual word form area. NeuroImage, 22 (1), 466-476. 10.1016/j.neuroimage.2003.12.049

Dehaene, S. & Cohen, L. (2011). The unique role of the visual word form area in reading. Trends in Cognitive Sciences, 15 (6), 254-262. 10.1016/j.tics.2011.04.003

Dehaene, S. (2005). Evolution of human cortical circuits for reading and arithmetic: The "neuronal recycling" hypothesis. In S. Dehaene, J.-R. Duhamel, M. D. Hauser & G. Rizzolatti (Eds.) From monkey brain to human brain. A Fyssen foundation symposium (pp. 133-157). Cambridge, MA: MIT Press.

(2010). Reading in the brain: The new science of how we read. New York, NY: Penguin Books.

(2011). The massive impact of literacy on the brain and its consequences for education. Human neuroplasticity and education. Pontifical Academy of Sciences, 117, 19-32.

Dehaene, S., Cohen, L., Sigman, M. & Vinckier, F. (2005). The neural code for written words: A proposal. Trends in Cognitive Sciences, 9 (7), 335-341. 10.1016/j.tics.2005.05.004

Feldman, H. & Friston, K. J. (2010). Attention, uncertainty, and free-energy. Frontiers in Human Neuroscience, 4. 10.3389/fnhum.2010.00215

Friston, K. (2005). A theory of cortical responses. Philosophical Transactions of the Royal Society B: Biological Sciences, 360 (1456), 815-836. 10.1098/rstb.2005.1622

(2010). The free-energy principle: A unified brain theory? Nature Reviews Neuroscience, 11 (2), 127-138. 10.1038/nrn2787

Friston, K., Adams, R. A., Perrinet, L. & Breakspear, M. (2012). Perceptions as hypotheses: Saccades as Experiments. Frontiers in Psychology, 3. 10.3389/fpsyg.2012.00151

Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall & M. Coltheart (Eds.) Surface dyslexia. Neuropsychological and cognitive studies of phonological reading (pp. 301-330). Hillsdale, NJ: Erlbaum.

Gaillard, W., Balsamo, L., Ibrahim, Z., Sachs, B. & Xu, B. (2003). fMRI identifies regional specialization of neural networks for reading in young children. Neurology, 60 (1), 94-100. 10.1212/WNL.60.1.94

Hohwy, J. (2011). Phenomenal variability and introspective reliability. Mind & Language, 26 (3), 261-286. 10.1111/j.1468-0017.2011.01418.x

(2012). Attention and conscious perception in the hypothesis testing brain. Frontiers in Psychology, 3. 10.3389/fpsyg.2012.00096

(2013). The predictive mind. Oxford, UK: Oxford University Press.

(2014). The self-evidencing brain. Noûs. 10.1111/nous.12062

(2015). The neural organ explains the mind. In T. Metzinger & J. M. Windt (Eds.) Open MIND. Frankfurt a. M., GER: MIND Group.

Huestegge, L., Radach, R., Corbic, D. & Huestegge, S. M. (2009). Oculomotor and linguistic determinants of reading development: A longitudinal study. Vision Research, 49 (24), 2948-2959. 10.1016/j.visres.2009.09.012

Joseph, H. S. S. L., Liversedge, S. P. & Paterson, K. (2013). Children’s and adults’ on-line processing of syntactically ambiguous sentences during reading. PLoS ONE, 8 (1), e54141-e54141. 10.1371/journal.pone.0054141

Kherif, F., Josse, G. & Price, C. J. (2011). Automatic top-down processing explains common left occipito-temporal responses to visual words and objects. Cerebral Cortex, 21 (1), 103-114. 10.1093/cercor/bhq063

Kronbichler, M., Hutzler, F., Wimmer, H., Mair, A., Staffen, W. & Ladurner, G. (2004). The visual word form area and the frequency with which words are encountered: Evidence from a parametric fMRI study. NeuroImage, 21 (3), 946-953. 10.1016/j.neuroimage.2003.10.021

Maurer, U., Brem, S., Kranz, F., Bucher, K., Benz, R., Halder, P., Steinhausen, H.-C. & Brandeis, D. (2006). Coarse neural tuning for print peaks when children learn to read. NeuroImage, 33 (2), 749-758. 10.1016/j.neuroimage.2006.06.025

McCandliss, B. D., Cohen, L. & Dehaene, S. (2003). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7 (7), 293-299. 10.1016/S1364-6613(03)00134-7

Menary, R. & Kirchhoff, M. (2014). Cognitive transformations and extended expertise. Educational Philosophy and Theory, 1-14. 10.1080/00131857.2013.779209

Menary, R. (2006). Attacking the bounds of cognition. Philosophical Psychology, 19 (3), 329-344. 10.1080/09515080600690557

(2007a). Cognitive integration: Mind and cognition unbounded. New York, NY: Palgrave Macmillan.

(2007b). Writing as thinking. Language Sciences, 29 (5), 621-632. 10.1016/j.langsci.2007.01.005

(2010). Cognitive integration and the extended mind. In R. Menary (Ed.) The extended mind (pp. 227-243). Cambridge, MA: MIT Press.

(2013). The enculturated hand. In Z. Radman (Ed.) The hand, an organ of the mind. What the manual tells the mental (pp. 561-593). Cambridge, MA: MIT Press.

(2014). Neural plasticity, neuronal recycling and niche construction. Mind & Language, 29 (3), 286-303. 10.1111/mila.12051

(2015). Mathematical cognition: A case of enculturation. In T. Metzinger & J. M. Windt (Eds.) Open MIND. Frankfurt a. M., GER: MIND Group.

Olulade, O. A., Flowers, D. L., Napoliello, E. M. & Eden, G. F. (2013). Developmental differences for word processing in the ventral stream. Brain and Language, 125 (2), 134-145. 10.1016/j.bandl.2012.04.003

Price, C. J. & Devlin, J. T. (2003). The myth of the visual word form area. NeuroImage, 19 (3), 473-481. 10.1016/S1053-8119(03)00084-3

(2004). The pro and cons of labelling a left occipitotemporal region “the visual word form area”. NeuroImage, 22 (1), 477-479.

(2011). The interactive account of ventral occipitotemporal contributions to reading. Trends in Cognitive Sciences, 15 (6), 246-253. 10.1016/j.tics.2011.04.001

Price, C. J. & Mechelli, A. (2005). Reading and reading disturbance. Current Opinion in Neurobiology, 15 (2), 231-238. 10.1016/j.conb.2005.03.003

Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D. & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2 (2), 31-74. 10.1111/1529-1006.00004

Richlan, F. (2014). Functional neuroanatomy of developmental dyslexia: The role of orthographic depth. Frontiers in Human Neuroscience, 8. 10.3389/fnhum.2014.00347

Roepstorff, A. (2013). Interactively human: Sharing time, constructing materiality. Behavioral and Brain Sciences, 36 (03), 224-225. 10.1017/S0140525X12002427

Rowlands, M. (1999). The body in mind: Understanding cognitive processes, Cambridge studies in philosophy. Cambridge, UK: Cambridge University Press.

Schlaggar, B. L. & McCandliss, B. D. (2007). Development of neural systems for reading. Annual Review of Neuroscience, 30 (1), 475-503. 10.1146/annurev.neuro.28.061604.135645

Schurz, M., Kronbichler, M., Crone, J., Richlan, F., Klackl, J. & Wimmer, H. (2014). Top-down and bottom-up influences on the left ventral occipito-temporal cortex during visual word recognition: An analysis of effective connectivity. Human Brain Mapping, 35 (4), 1668-1680. 10.1002/hbm.22281

Seassau, M., Bucci, M.-P. & Paterson, K. (2013). Reading and visual search: A developmental study in normal children. PLoS ONE, 8 (7), e70261-e70261. 10.1371/journal.pone.0070261

Seth, A. K. (2015). The cybernetic Bayesian brain: From interoceptive inference to sensorimotor contingencies. In T. Metzinger & J. M. Windt (Eds.) Open MIND. Frankfurt a. M., GER: MIND Group.

Snowling, M. J. (2000). Dyslexia. Malden, MA: Blackwell Publishers.

Sterelny, K. (2012). The evolved apprentice: How evolution made humans unique,The Jean Nicod lectures: Vol. 2012. Cambridge, MA: The MIT Press.

Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A. & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6 (7), 767-773. 10.1038/nn1065

Twomey, T., Kawabata Duncan, K. J., Price, C. J. & Devlin, J. T. (2011). Top-down modulation of ventral occipito-temporal responses during visual word recognition. NeuroImage, 55 (3), 1242-1251. 10.1016/j.neuroimage.2011.01.001

Vinckier, F., Dehaene, S., Jobert, A., Dubus, J. P., Sigman, M. & Cohen, L. (2007). Hierarchical coding of letter strings in the ventral stream: Dissecting the inner organization of the visual word-form system. Neuron, 55 (1), 143-156. 10.1016/j.neuron.2007.05.031

Vogel, A. C., Church, J. A., Power, J. D., Miezin, F. M., Petersen, S. E. & Schlaggar, B. L. (2013). Functional network architecture of reading-related regions across development. Brain and Language, 125 (2), 231-243. 10.1016/j.bandl.2012.12.016

Vogel, A. C., Petersen, S. E. & Schlaggar, B. L. (2014). The VWFA: It's not just for words anymore. Frontiers in Human Neuroscience, 8. 10.3389/fnhum.2014.00088

Ziegler, J. C. & Goswami, U. (2006). Becoming literate in different languages: similar problems, different solutions. Developmental Science, 9 (5), 429-436. 10.1111/j.1467-7687.2006.00509.x