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140122 ||| eng |
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|a 9781461397748
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|a Levinson, H.N.
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| 245 |
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|a A Solution to the Riddle Dyslexia
|h Elektronische Ressource
|c by H.N. Levinson
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| 250 |
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|a 1st ed. 1980
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| 260 |
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|a New York, NY
|b Springer New York
|c 1980, 1980
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| 300 |
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|a XVI, 408 p. 52 illus
|b online resource
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|a 1 The Riddle Dyslexia and a Solution: An Introductory Sketch -- Historically Rooted Assumptions -- The Diagnostic Void in Dyslexia -- Psychogenic Reflections and Conceptualizations -- The Cortical Physiologic Hypotheses -- Pre-solution Questions and Speculations -- A Solution -- 2 The Spectrum and Panorama of Dyslexia: The Retrospective Study -- The Nuclear Symptomatic Complex in Dyslexia -- Psychogenic and Neurophysiologic Correlations -- The Circular Logic in Dyslexic Research -- Positive Cerebellar-Vestibular Correlations -- The Retrospective Study (N = 1) -- Conclusion -- 3 Neurophysiologic and Etiologic Correlations in Dyslexia: The Prospective Study -- Sample -- Frequency Distribution of Cerebellar-Vestibular, Cortical, and Nonlocalizing CNS Findings -- A Quantitative Analysis of the Nuclear Symptomatic Complex in Dyslexia -- Etiologic Considerations and Correlations -- Summary -- 4 A Cerebellar-Vestibular Hypothesis of the Dyslexic Reading Disorder --
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|a An Attempt at Scientific and Religious Integration -- Summary -- Postscript -- 15 A Summary in Cosmic Perspective -- Appendix A. Joan’s Case History: Independent Ophthalmologic, Psycho-Educational, and Optometric Evaluations -- Appendix B. Verbatim “Blind” Cerebellar Dyslexic Data in 22 Dyslexic Children -- Appendix C. Retrospective Qualitative Analysis of Six Complete “Blind” Neurologic Reports -- Appendix D. Caloric Vestibular Stimulation and the Electronystagmographic Methodology -- Appendix E. Dyslexia and So-Called Normal Neurologic Examinations -- Appendix F. Glossary -- References
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|a “If the Facts Do Not Fit the Theory, Then the Facts Are Wrong” -- A Methodologic Explanation -- Summary -- 12 The Cerebellar-Vestibular Role in Phobias and Related Mental Events -- Methodology and Results -- The Traditional Psychoanalytic View of Phobias, Conversion Hysteria, and Anxiety Neuroses -- Clinical Neurodynamics Versus Single Neuron Potentials -- Symbolic Representations of Somatic Dysfunction -- Emotional and Behavioral Symptoms of Cerebellar-Vestibular Dysfunction -- Summary of Neurodynamic Hypotheses -- The Foreground Content of a Qualitative Dyslexic Case Study -- Electromagnetic, Somatic, and Mental Correlations and Transformations -- Summary -- 13 Criticism and Its Analysis -- Background to the Orton Society Meeting of 1975 -- The Orton Society Meeting -- Resistance Forcesin Neurophysiology Research in Dyslexia -- Summary -- 14 A Cosmic Field Theory of Mind -- Mind’s Data Base and Its Analysis -- Biological and Clinical Observations --
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|a The Role of the Cerebellar-Vestibular Circuits in Ocular Fixation, Tracking, and Processing -- A Clinical Exception Highlights the Cerebellar-Vestibular Rule -- Summary -- Addendum -- 5 Validation of the Dyslexic Reading Hypthothesis: The Staten Island Study -- Theoretical Considerations -- Methodology -- Statistical Methods and Analysis -- Proof of a Subclinical Nystagmus in Dyslexia -- Summary -- Addendum -- 6 Blurring-Speed Distribution in a Kindergarten Population: The Queens Study -- Variations in the Blurring-Speed Methodology—Queens Versus Staten Island Studies -- Methodology and Procedure -- Statistical Data Analysis -- Reliability and Unreliability of Blurring-Speed Data -- Summary -- 7 Compensatory Tracking and Reading Scores in Dyslexia -- Compensatory Tracking in Dyslexia -- Symptomatic Fluctuations in Dyslexia -- Reading Scores andDyslexia -- The Fallacy of Reading-Score-Dependent Definitions of Dyslexia --
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|a The Statistical Rule and Its Exceptions Define Dysmetric Dyslexia -- 8 The Clinical Blurring-Speed Study -- Sample -- Methodology -- Statistical Overview -- Statistical Analysis and Results -- Summary -- 9 Ocular-Motor Tracking Patterns in Dyslexic and Normal Individuals -- Initial Attempt at Classification -- A Second Attempt at Classification -- A Third Attempt at Classification -- Practical Therapeutic Applications -- Summary -- 10 Clinically and Theoretically Derived Cerebellar Functions -- The Cerebellum as Dynamic Sensory-Motor Foreground/Background Filter -- Speculations on the Role of the Cerebellum in Modulating Conscious and Nonconscious Perception -- A New Theory of Motion-Sickness Mechanisms -- 11 Anti-Motion Sickness Medications in Dyslexia -- Sample and Methodology -- Quantitative and Qualitative Results -- Electronystagmographic and Blurring-Speed Pharmacologic Correlations -- Central Versus Peripheral Processing Mechanisms --
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| 653 |
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|a Neurology
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| 653 |
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|a Neurology
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| 653 |
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|a Behavioral Sciences and Psychology
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| 653 |
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|a Psychiatry
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| 653 |
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|a Psychology
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 028 |
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|a 10.1007/978-1-4613-9774-8
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| 856 |
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|u https://doi.org/10.1007/978-1-4613-9774-8?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 150
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| 520 |
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|a Dyslexia was first described by two English physicians, Kerr and Morgan, in 1896. Interestingly, the structural cortical hypothesis initially proposed by Morgan is still held in wide esteem, albeit in slightly modified forms. Despite 80 years of escalating research efforts and mounds of correspond ing statistics, there continues to exist a perplexing diagnostic-therapeutic medical void and riddle in which dyslexics can neither be scientifically distinguished from other slow learners nor medically treated; and patho gnomonic clinical signs remain as elusive as a suitable neurophysiologic conceptualization. This book is the outcome of a IS-year-Iong search for a solution to the riddle characterizing dyslexia. All of my initial attempts at re-exploring the safe old (cortical, psychogenic, etc.) dyslexic paths and ideas led nowhere. Something new was needed. Children and adults were suffering. Educators and parents were bewildered. Answers were needed. The government man dated equal education for the learning disabled. Clinicians were waiting. And traditionalists remained fixated to the theoretical past and blind to the clinical dyslexic reality
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