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Norman geschwind lecture: Geschwind’s lesson

Norman geschwind lecture: Geschwind’s lesson Norman Geschwind had a profound effect on behavioral neurology, not only on the basis of his research and theories expressed during his lifetime, but also through the impact that he had on colleagues privileged to train under him or have their work personally influenced by him. My work falls into the latter category. Novel associations between brain function/structure and behavior characterized his professional contributions, and offer a model for those who follow in his footsteps. He correctly predicted that like aphasic disorders, developmental dyslexia might be associated with deficits in color naming expressed currently as deficits in Rapid Automatized Naming. He stimulated anatomic research regarding patterns of asymmetry and microscopic architecture leading to the establishment of the Orton Dyslexia Neuropathology Laboratory at Beth Israel Hospital, Boston. He predicted an association between autoimmune disorders and reading disorders, an association that proved to be of genetic origin. He further predicted that reading disorders, like language disorders, would be cross-cultural and, similarly, their mechanism of production would be cross-cultural, although affected perhaps by the structure of the language to be learned. His suspicion that the clinical impression of male gender preponderance in dyslexia was accurate and carried biologic significance has recently been reconfirmed by colleagues at the Mayo Clinic in Rochester, Minnesota. Finally, with respect to dyslexia, one should not be surprised that since affect is influenced by brain architecture, developmental disorders characterized by altered brain architecture might be associated with affective or other psychiatric phenomena. My own work suggests that the altered neuroanatomy in dyslexia may be accompanied by altered clinical neurophysiology, offering the possibility that in some developmental disorders, behaviors, including academic aptitude and cognitive function, might benefit from medications designed originally to lower the risk of clinical seizures. Perhaps Geschwind’s greatest lesson is to not assume that all we have been taught as dogma is truth. Rather, we must have a willingness to make clear perceptions and draw conclusions that come closer to the reality of the causal relationship between brain and behavior. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Norman geschwind lecture: Geschwind’s lesson

Duane, Drake
Annals of Dyslexia , Volume 52 (1) – Jun 18, 2002
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References (57)

Publisher
Springer Journals
Copyright
Copyright © 2002 by The International Dyslexia Association
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-002-0004-y
Publisher site
See Article on Publisher Site

Abstract

Norman Geschwind had a profound effect on behavioral neurology, not only on the basis of his research and theories expressed during his lifetime, but also through the impact that he had on colleagues privileged to train under him or have their work personally influenced by him. My work falls into the latter category. Novel associations between brain function/structure and behavior characterized his professional contributions, and offer a model for those who follow in his footsteps. He correctly predicted that like aphasic disorders, developmental dyslexia might be associated with deficits in color naming expressed currently as deficits in Rapid Automatized Naming. He stimulated anatomic research regarding patterns of asymmetry and microscopic architecture leading to the establishment of the Orton Dyslexia Neuropathology Laboratory at Beth Israel Hospital, Boston. He predicted an association between autoimmune disorders and reading disorders, an association that proved to be of genetic origin. He further predicted that reading disorders, like language disorders, would be cross-cultural and, similarly, their mechanism of production would be cross-cultural, although affected perhaps by the structure of the language to be learned. His suspicion that the clinical impression of male gender preponderance in dyslexia was accurate and carried biologic significance has recently been reconfirmed by colleagues at the Mayo Clinic in Rochester, Minnesota. Finally, with respect to dyslexia, one should not be surprised that since affect is influenced by brain architecture, developmental disorders characterized by altered brain architecture might be associated with affective or other psychiatric phenomena. My own work suggests that the altered neuroanatomy in dyslexia may be accompanied by altered clinical neurophysiology, offering the possibility that in some developmental disorders, behaviors, including academic aptitude and cognitive function, might benefit from medications designed originally to lower the risk of clinical seizures. Perhaps Geschwind’s greatest lesson is to not assume that all we have been taught as dogma is truth. Rather, we must have a willingness to make clear perceptions and draw conclusions that come closer to the reality of the causal relationship between brain and behavior.

Journal

Annals of Dyslexia – Springer Journals

Published: Jun 18, 2002

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