Education sculpts specialized neural circuits for skills like reading that are critical to success in modern society but were not anticipated by the selective pressures of evolution. Does the emergence of brain regions that selectively process novel visual stimuli like words occur at the expense of cortical representations of other stimuli like faces and objects? \"Neuronal Recycling\" predicts that learning to read should enhance the response to words in ventral occipitotemporal cortex (VOTC) and decrease the response to other visual categories such as faces and objects. To test this hypothesis, and more broadly to understand the changes that are induced by the early stages of literacy instruction, we conducted a randomized controlled trial with pre-school children (five years of age). Children were randomly assigned to intervention programs focused on either reading skills or oral language skills and magnetoencephalography (MEG) data collected before and after the intervention was used to measure visual responses to images of text, faces, and objects. We found that being taught reading versus oral language skills induced different patterns of change in category-selective regions of visual cortex, but that there was not a clear tradeoff between the response to words versus other categories. Within a predefined region of VOTC corresponding to the visual word form area (VWFA) we found that the relative amplitude of responses to text, faces, and objects changed, but increases in the response to words were not linked to decreases in the response to faces or objects. How these changes play out over a longer timescale is still unknown but, based on these data, we can surmise that high-level visual cortex undergoes rapid changes as children enter school and begin establishing new skills like literacy.

Historically, cross-modal plasticity following early blindness has been largely studied in the context of visual deprivation. However, more recently, there has been a shift in focus towards understanding cross-modal plasticity from the perspective of skill acquisition: the striking plasticity observed in early blind individuals reflects the extraordinary perceptual and cognitive challenges they solve. Here, inspired by two seminal papers on skill learning (the \"cortical recycling\" theory) and cross-modal plasticity (the \"metamodal\" hypothesis) respectively, we present a unified hypothesis of cortical specialization that describes how shared functional, algorithmic, and structural constraints might mediate both types of plasticity.

Learning to read requires the specialization of a region in the left fusiform gyrus known as the visual word form area (VWFA). This region, which initially responds to faces and objects, develops specificity for print over a long trajectory of instruction and practice. VWFA neurons may be primed for print because of their pre-literate tuning properties, becoming specialized through top-down feedback mechanisms during learning. However, much of what is known about the VWFA comes from studies of Western orthographies, whose alphabets share common visual characteristics. Far less is known about the development of the VWFA for Arabic, which is a complex orthography and is significantly more difficult to achieve fluency in in reading. In the current study, electroencephalography responses were collected from first grade children in the United Arab Emirates learning to read in both English and Arabic. Children viewed words and false font strings in English and Arabic while performing a vigilance task. The P1 and N1 responses to all stimulus categories were quantified in two occipital and two parietal electrodes as well as the alpha band signal across all four electrodes of interest. Analysis revealed a significantly stronger N1 response to English compared to Arabic and decreased alpha power to Arabic compared to English. These findings suggest a fundamental difference in neural plasticity for these two distinct orthographies, even when instruction is concurrent. Future work is needed to determine whether VWFA specialization for Arabic takes longer than more well-studied orthographies and if differences in reading instruction approaches help accelerate this process.

High-level visual areas in ventral temporal cortex (VTC) support recognition of important categories, such as faces and words. Word-selective regions are left lateralized and emerge at the onset of reading instruction. Face-selective regions are right lateralized and have been documented in infancy. Prevailing theories suggest that face-selective regions become right lateralized due to competition with word-selective regions in the left hemisphere. However, recent longitudinal studies examining face- and word-selective responses in childhood do not provide support for this theory. Instead, there is evidence that word representations recycle cortex previously involved in processing other stimuli, such as limbs. These findings call for more longitudinal investigations of cortical recycling and a new era of work that links visual experience and behavior with neural responses.

There is considerable interest in whether face and word processing are reliant upon shared or dissociable processes. Developmental prosopagnosia is associated with lifelong face processing deficits, with these cases providing strong support for a dissociation between face and word recognition in three recent papers (Burns et al., 2017; Rubino et al., 2016; Starrfelt et al., 2018). However, the sample sizes in each of these studies may have been too small to detect significant effects. We therefore combined their data to increase power and reassessed their results. While only a non-significant trend for reading impairments was found in prosopagnosia using a one-sample t-test, poorer face memory performance was correlated with slower reading speeds across prosopagnosia and control participants. Surprisingly, poorer face perception skills in prosopagnosia were associated with smaller word length effects. This suggests that while mild reading impairments exist in developmental prosopagnosia, there may be a trade-off between their residual face perception abilities and reading skill. A reanalysis of Hills and colleagues\' (2015) acquired prosopagnosia data also revealed a positive relationship between words and faces: severe impairments in face recognition were related to poorer word processing. In summary, the developmental and acquired prosopagnosia literature supports models of visual perception that posit face and word processing are reliant upon broadly shared processes.

Topographic maps, a key principle of brain organization, emerge during development. It remains unclear, however, whether topographic maps can represent a new sensory experience learned in adulthood. MaMe, a congenitally blind individual, has been extensively trained in adulthood for perception of a 2D auditory-space (soundscape) where the y- and x-axes are represented by pitch and time, respectively. Using population receptive field mapping we found neural populations tuned topographically to pitch, not only in the auditory cortices but also in the parietal and occipito-temporal cortices. Topographic neural tuning to time was revealed in the parietal and occipito-temporal cortices. Some of these maps were found to represent both axes concurrently, enabling MaMe to represent unique locations in the soundscape space. This case study provides proof of concept for the existence of topographic maps tuned to the newly learned soundscape dimensions. These results suggest that topographic maps can be adapted or recycled in adulthood to represent novel sensory experiences.

As writing systems are a relatively novel invention (slightly over 5 kya),1 they could not have influenced the evolution of our species. Instead, reading might recycle evolutionary older mechanisms that originally supported other tasks2,3 and preceded the emergence of written language. Accordingly, it has been shown that baboons and pigeons can be trained to distinguish words from nonwords based on orthographic regularities in letter co-occurrence.4,5 This suggests that part of what is usually considered reading-specific processing could be performed by domain-general visual mechanisms. Here, we tested this hypothesis in humans: if the reading system relies on domain-general visual mechanisms, some of the effects that are often found with orthographic material should also be observable with non-orthographic visual stimuli. We performed three experiments using the same exact design but with visual stimuli that progressively departed from orthographic material. Subjects were passively familiarized with a set of composite visual items and tested in an oddball paradigm for their ability to detect novel stimuli. Participants showed robust sensitivity to the co-occurrence of features (\"bigram\" coding) with strings of letter-like symbols but also with made-up 3D objects and sinusoidal gratings. This suggests that the processing mechanisms involved in the visual recognition of novel words also support the recognition of other novel visual objects. These mechanisms would allow the visual system to capture statistical regularities in the visual environment.6-9 We hope that this work will inspire models of reading that, although addressing its unique aspects, place it within the broader context of vision.

Holistic perception is a special form of automatic and experience dependent processing that prioritises objects of interest through the visual system. We therefore speculated that higher levels of alcohol consumption may be associated with enhanced holistic perception for alcohol cues. In our first experiment, we confirmed this hypothesis by showing that increasing regular alcohol usage was associated with greater holistic perception of alcohol, but not non-alcohol, cues. We replicated this finding in a second experiment, but confirmed drink-specific holistic perception for lager cues was not predicted by experience with that drink, but general alcohol usage. In our final experiment when alcohol images were absent from the task, higher levels of alcohol consumption predicted decreased holistic perception for non-rewarding cues. Alcohol use is therefore linked to inverse alterations in holistic perception for alcohol versus non-alcohol cues, with the latter\'s effects context dependent. We hypothesise that such inverse relationships may be due to limited cortical resources becoming reutilised for alcohol cues at the expense of other stimuli. Future work will be required to determine holistic perception\'s role in maintaining addiction, its predictive value in successful abstinence, and its relationship with characteristics of addiction such as cue reactivity, attentional biases and personality traits.

There has been virtual explosion of studies published in cognitive neuroscience primarily due to increased accessibility to neuroimaging methods, which has led to different approaches in interpretation. This review seeks to synthesize both developmental approaches and more recent views that consider neuroimaging. The ways in which Neuronal Recycling, Neural Reuse, and Language as Shaped by the Brain perspectives seek to clarify the brain bases of cognition will be addressed. Neuroconstructivism as an additional explanatory framework which seeks to bind brain and cognition to development will also be presented. Despite sharing similar goals, the four approaches to understanding how the brain is related to cognition have generally been considered separately. However, we propose that all four perspectives argue for a form of Emergentism in which combinations of smaller elements can lead to a greater whole. This discussion seeks to provide a synthesis of these approaches that leads to the emergence of a theory itself. We term this new synthesis Neurocomputational Emergentism (or Neuromergentism for short).

Mapping numbers onto space is a common cognitive representation that has been explored in both behavioral and neuroimaging contexts. Empirical work probing the diverse nature of these spatial-numerical associations (SNAs) has led researchers to question 1) how the human brain links numbers with space, and 2) whether this link is biologically vs. culturally determined. We review the existing literature on the development of SNAs and situate that empirical work within cognitive and neuroscientific theoretical frameworks. We propose that an evolutionarily-ancient frontal-parietal circuit broadly tuned to multiple magnitude dimensions provides the phylogenetic substrate for SNAs, while enculturation and sensorimotor experience shape their specific profiles. We then use this perspective to discuss educational implications and highlight promising avenues for future research.