Varia Vol. 118, 2018/4 - pagesPages 319 to 319IntroductionBy Pascale Colé, Chotiga PattamadilokPages 321 to 347The worries of wearing literate glassesBy Régine Kolinsky, José MoraisPages 349 to 357Through a glass darkly: Research biases that result from wearing ‘literate glasses’By Usha GoswamiPages 359 to 364From the literate to the teleological glasses: Toward a general framework of the biases of cognitive scientistsBy Grégoire Borst, Olivier HoudéPages 365 to 370The relation of “literacy glasses” to cognition in dyslexia and to extended mind theoryBy James H. Smith-SparkPages 371 to 376Is Digital Literacy Changing the Way We Think?By Nicole J. ConradPages 377 to 382Further implications of wearing literate glasses: Considerations for developmental research, psycholinguistics and clinical practiceBy Tamara Sorenson Duncan, Elizabeth MacKay, S. Hélène DeaconPages 383 to 388Body-blindness in language studiesBy Camille Grasso, Marie MontantPages 389 to 395Unveiling my literate glassesBy Paulo VenturaPages 397 to 402Eyes wide shut: Literacy, phonology and adaptive resonanceBy Johannes C. ZieglerPages 403 to 411What remains from the determinants in learning to read?By Séverine Casalis
