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The subjects exposed to imagery training acquired the mirror-reading skill as quickly as those exposed to the actual mirror-reading task.

Further, performance of concurrent tasks together with actual mirror-reading training severely disrupted mirror-reading skill acquisition; this interference effect was not seen in subjects exposed to imagery training and performance of the switching and the concurrent tasks.

A sample of 122 children from Luxembourg aged 5 to 7 years participated in the study, completing assessments of phonological short-term memory, complex working memory, phonological awareness, native and foreign vocabulary knowledge, language comprehension and reading.

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It was suggested that the difficulties showed by the children who stutter were related to the pre-motor level of speech processing and that their verbal performance was not successful because of the inefficiency of working memory.In Experiment I, healthy volunteers simulated writing on an imaginary, transparent screen placed at eye level, which could be read by an experimenter facing the subject.Performance of this irrelevant motor task required the subject to imagine the letters inverted, as if seen in a mirror from their own point of view (imagery training).They were compared with typically developing Brazilian children from the same region, matched on age, sex, and nonverbal ability from families of higher socio-economic status.Children from the low socioeconomic status group obtained significantly lower scores on the vocabulary tests but not on the verbal short-term memory measures, compared to their peers from a higher socio-economical background.

It was suggested that the difficulties showed by the children who stutter were related to the pre-motor level of speech processing and that their verbal performance was not successful because of the inefficiency of working memory.

In Experiment I, healthy volunteers simulated writing on an imaginary, transparent screen placed at eye level, which could be read by an experimenter facing the subject.

Performance of this irrelevant motor task required the subject to imagine the letters inverted, as if seen in a mirror from their own point of view (imagery training).

They were compared with typically developing Brazilian children from the same region, matched on age, sex, and nonverbal ability from families of higher socio-economic status.

Children from the low socioeconomic status group obtained significantly lower scores on the vocabulary tests but not on the verbal short-term memory measures, compared to their peers from a higher socio-economical background.

Specifically, they faced problems to select and adopt effective cognitive strategies.