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HAL is a multi-disciplinary open access archive for the deposit and dissemiation of scientific research papers, whether they are published or not, and for PhD dissertation. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.

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Human brain networks have topological properties in common with many other complex systems, prompting the following question: what aspects of brain network organization are critical for distinctive functional properties of the brain, such as consciousness? To address this question, we used graph theoretical methods to explore brain network topology in resting state functional MRI data acquired from 17 patients with severely impaired consciousness and 20 healthy volunteers. We found that many global network properties were conserved in comatose patients. Specifically, there was no significant abnormality of global efficiency, clustering, small-worldness, modularity, or degree distribution in the patient group. However, in every patient, we found evidence for a radical reorganization of high degree or highly efficient "hub" nodes. Cortical regions that were hubs of healthy brain networks had typically become nonhubs of comatose brain networks and vice versa. These results indicate that global topological properties of complex brain networks may be homeostatically conserved under extremely different clinical conditions and that consciousness likely depends on the anatomical location of hub nodes in human brain networks.
Cet article présente d'abord un rappel des connaissances actuelles concernant l'acquisition des connaissances orthographiques lexicales. Une recherche expérimentale d'auto-apprentissage est ensuite présentée, dans laquelle l'influence du traitement visuel sur les acquisitions orthographiques a été étudiée. Pendant la phase d'apprentissage, certains items étaient présentés de façon à permettre un traitement visuel simultané de toutes les lettres du mot (c.-à-d. un traitement visuel "mot entier"), d'autres pas. Les résultats montrent que, au delà du décodage, le traitement visuel simultané de toutes les lettres d'un mot lu favorise l'acquisition de l'orthographe spécifique de ce même mot.
Cet article rend compte de l'état des connaissances en ce qui concerne les facteurs cognitifs impliqués dans l'acquisition des connaissances orthographiques lexicales. Il traite dans une première partie des données mettant en évidence la relation entre les capacités de lecture et l'acquisition des connaissances orthographiques. Une seconde partie expose les raisons pour lesquelles cette mise en évidence ne permet pas de comprendre pleinement les mécanismes d'acquisition de l'orthographe. Enfin, la troisième partie rend compte des connaissances acquises récemment concernant l'implication d'autres facteurs que le décodage dans cet apprentissage.
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