ライフサイエンスコーパス: braille

1 al responses to coding tactile properties of Braille.

2 ad larger responses to "old" words only with Braille.

3 dynamic double encoding method that uses the braille alphabet, and by incorporation into photocurable

4 en language is independent of plasticity for Braille and for sound.

5 We studied the efficacy of learning to read braille as a method of sensory training for patients wit

6 on is currently limited to an alternative of Braille because of difficulties in controlling the defor

7 A is also active when blind individuals read Braille by touch, suggesting that vision is not required

8 ce scale, such that coarse features (e.g., a braille cell or corduroy texture) are coded as spatially

9 onitoring, contactless motion detection, and braille detection.

10 of lead-containing material, which makes the Braille device safer, more reliable and more environment

11 During non-Braille discrimination tasks, in blind subjects, the ven

12 An application as a refreshable braille display is demonstrated.

13 This paper demonstrates how a refreshable Braille display, with its grid of 320 vertically moving

14 ement of piezoelectric pins on a refreshable Braille display.

15 used as actuators for refreshable full-page Braille displays for visually impaired people in terms o

16 a groove having a width corresponding to the braille dot size.

17 nance imaging experiments: (1) word reading (Braille for blind and print for sighted participants), a

18 larger for identified "new" words read with Braille in bilateral lower and higher tier visual areas

19 splays are being used to provide refreshable Braille information; however, the delivered information

20 ortex cross-modal plasticity occurring after braille input became linguistically meaningful.

21 fields, including virtual tactile displays, Braille instruction, intelligent protective suits, or ev

22 ere maximal by age 4 and were not related to Braille learning.

23 ent by 4 years of age and are not related to Braille-learning.

24 We characterized the transformation of braille letter information from sensory representations

25 r early in life by probing the processing of braille letter information.

26 idelberg Digits, Spiking Speech Commands and Braille letter reading datasets, demonstrating that our

27 Eight-character, non-contracted Braille-letter strings were used, and subjects were aske

28 ing the shape-switching properties, we print Braille-like actuators that can be photoswitched to disp

29 Braille-like avidity maps reflect a cell's biochemical s

30 zo-electric crystal stimulators, we present 'braille-like' patterns to the left and right index finge

31 e blind from an early age as they identified Braille or embossed Roman letters.

32 Presentation mode was in Braille or spoken.

33 size, and the concept is demonstrated with a braille pattern.

34 h PET during tactile tasks performed both by Braille readers blinded early in life and by sighted sub

35 scrimination tasks in normal subjects and in Braille readers blinded in early life.

36 Eight proficient Braille readers were studied during Braille reading with

37 pothesis, we find that in congenitally blind Braille readers, but not sighted readers of print, the V

38 ir primary visual cortex can be activated by Braille reading and other tactile discrimination tasks.

39 Each individual was trained in braille reading at the grade 1 level for 8 weeks, betwee

40 espective of reading finger (right or left), Braille reading by the blind activated the inferior pari

41 We conclude that training in braille reading improves deficits in spatial discriminat

42 by using auditory stimuli in all groups and Braille reading in blind participants.

43 imilar visual regions are engaged in tactile Braille reading in congenitally blind people, it is uncl

44 n on the fingerpad was negatively related to braille reading performance.

45 form area (VWFA) that was modulated by their Braille reading speed and strengthened resting-state con

46 nscranial magnetic stimulation disrupted the Braille reading task in congenitally blind and early-ons

47 d sighted subjects five times during tactile braille reading training.

48 oficient Braille readers were studied during Braille reading with both right and left index fingers.

49 rebral regions activated in association with Braille reading, and repetitive transcranial magnetic st

50 areas and parietal association areas during Braille reading, compared with auditory word processing.

51 ocal transient disruption of function during Braille reading, in 8 subjects who became blind after ag

52 To explore the neural networks used for Braille reading, we measured regional cerebral blood flo

53 childhood vision, light perception level, or Braille reading.

54 inger would be related to the proficiency of braille reading.

55 ts were related to functional performance in braille reading.

56 x of the blind becomes active during tactile Braille reading.

57 y fluctuations increased with performance in braille reading.

58 dults during 8 months of training on tactile braille reading.

59 atosensory and visual cortices implicated in braille reading.

60 Moreover, we demonstrate a high-throughput braille recognition system that surpasses human skin sen

61 d behavioral assessment, we tracked cortical braille representations in space and time, and probed th

62 n of the blind and the sighted directly, non-Braille tactile tasks were performed by six different bl

63 Among children learning to read braille, we asked whether the quantitative kinematics of

64 zation in normal, sighted adults who learned Braille while their brain activity was investigated with

65 Auditory cortex was unresponsive to Braille words and occipital cortex responded to spoken w

66 Larger occipital cortex responses to "new" Braille words suggested verbal memory based on the mecha

67 only after the participants learned to read braille words.