1
|
Kujala T, Putkinen V, Virtala P. Early maturation of neural auditory novelty detection - Typical development with no major effects of dyslexia risk or music intervention. Clin Neurophysiol 2024; 167:131-142. [PMID: 39321570 DOI: 10.1016/j.clinph.2024.09.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2024] [Revised: 08/30/2024] [Accepted: 09/08/2024] [Indexed: 09/27/2024]
Abstract
OBJECTIVE To determine the early development of novelty detection and the effect of familial dyslexia risk and infant music intervention on this development. METHODS In the longitudinal DyslexiaBaby study, we investigated the maturation of novelty-P3 and late-discriminative negativity (LDN) event-related potentials to novel sounds at birth (N = 177) and at the ages of 6 (N = 83) and 28 months (N = 131). RESULTS Novelty-P3 was elicited at all ages, whereas LDN was elicited at 6 and 28 months. Novelty-P3 amplitude was largest at 6 months, and its latency decreased with age. LDN amplitude decreased and latency increased between 6 to 28 months. Dyslexia risk or intervention had no effects, apart from a longer LDN latency in the high-risk than no-risk group. CONCLUSIONS Already neonates respond to novel environmental sounds, indicating prerequisites for detecting potentially relevant events at birth. Maturation influences neural novelty detection. SIGNIFICANCE Novelty detection is crucial for perceiving important events, but its early development has been scarcely studied. We found, with a large sample, that neonates detect novel events, and showed the developmental pattern of its neural signature. The results serve as a reference for studies on typical and atypical novelty-detection development in infancy when behavioral testing is challenging.
Collapse
Affiliation(s)
- T Kujala
- Cognitive Brain Research Unit & Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology, Faculty of Medicine, University of Helsinki, Helsinki, Finland.
| | - V Putkinen
- Cognitive Brain Research Unit & Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology, Faculty of Medicine, University of Helsinki, Helsinki, Finland; Turku PET Centre, University of Turku, Turku, Finland; Turku University Hospital, Turku, Finland; Turku Institute for Advanced Studies, University of Turku, Turku, Finland
| | - P Virtala
- Cognitive Brain Research Unit & Centre of Excellence in Music, Mind, Body and Brain, Department of Psychology, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| |
Collapse
|
2
|
Gori S, Peverelli M, Bertoni S, Ruffino M, Ronconi L, Molteni F, Priftis K, Facoetti A. The engagement of temporal attention in left spatial neglect. Cortex 2024; 178:201-212. [PMID: 39024938 DOI: 10.1016/j.cortex.2024.06.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2024] [Revised: 05/02/2024] [Accepted: 06/18/2024] [Indexed: 07/20/2024]
Abstract
Previous literature showed how left spatial neglect arises from an asymmetrical distribution of spatial attention. However, it was also suggested that left spatial neglect might be partially caused or at least worsened by non-spatial attention disorders of the right-lateralized stimulus-driven attentional fronto-parietal network. Here, we psychophysically tested the efficiency of temporal attentional engagement of foveal perception through meta-contrast (Experiment 1) and "attentional" masking (Experiment 2) tasks in patients with right-hemisphere stroke with left neglect (N+), without left neglect (N-) and matched healthy controls (C). In both experiments, N+ patients showed higher thresholds, not only than Cs, but also than N- patients. Temporal engagement was clinically impaired in all N+ patients and highly correlated with their typical inability to direct spatial attention towards stimuli on the left side. Our findings suggest that a temporal impairment of attentional engagement is a relevant deficit of left spatial neglect.
Collapse
Affiliation(s)
- Simone Gori
- Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy.
| | - Milena Peverelli
- "Villa Beretta" Rehabilitation Center, Costamasnaga (LC), "Valduce" Hospital (CO), Italy
| | - Sara Bertoni
- Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy; Developmental and Cognitive Neuroscience Lab, General Psychology Department, University of Padova, Italy
| | - Milena Ruffino
- Servizio di Neuropsichiatria dell'Infanzia e dell'Adolescenza, Saronno ASST Valle Olona (VA), Italy
| | - Luca Ronconi
- School of Psychology, Vita-Salute San Raffaele University, Milan, Italy; Division of Neuroscience, IRCCS San Raffaele Scientific Institute, Milan, Italy
| | - Franco Molteni
- "Villa Beretta" Rehabilitation Center, Costamasnaga (LC), "Valduce" Hospital (CO), Italy
| | - Konstantinos Priftis
- Human Inspired Technology Research Centre, University of Padova, Italy; General Psychology Department, University of Padova, Italy
| | - Andrea Facoetti
- Developmental and Cognitive Neuroscience Lab, General Psychology Department, University of Padova, Italy.
| |
Collapse
|
3
|
Bertoni S, Franceschini S, Mancarella M, Puccio G, Ronconi L, Marsicano G, Gori S, Campana G, Facoetti A. Action video games and posterior parietal cortex neuromodulation enhance both attention and reading in adults with developmental dyslexia. Cereb Cortex 2024; 34:bhae152. [PMID: 38610090 DOI: 10.1093/cercor/bhae152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Revised: 03/20/2024] [Accepted: 03/25/2024] [Indexed: 04/14/2024] Open
Abstract
The impact of action video games on reading performance has been already demonstrated in individuals with and without neurodevelopmental disorders. The combination of action video games and posterior parietal cortex neuromodulation by a transcranial random noise stimulation could enhance brain plasticity, improving attentional control and reading skills also in adults with developmental dyslexia. In a double blind randomized controlled trial, 20 young adult nonaction video game players with developmental dyslexia were trained for 15 h with action video games. Half of the participants were stimulated with bilateral transcranial random noise stimulation on the posterior parietal cortex during the action video game training, whereas the others were in the placebo (i.e. sham) condition. Word text reading, pseudowords decoding, and temporal attention (attentional blink), as well as electroencephalographic activity during the attentional blink, were measured before and after the training. The action video game + transcranial random noise stimulation group showed temporal attention, word text reading, and pseudoword decoding enhancements and P300 amplitude brain potential changes. The enhancement in temporal attention performance was related with the efficiency in pseudoword decoding improvement. Our results demonstrate that the combination of action video game training with parietal neuromodulation increases the efficiency of visual attention deployment, probably reshaping goal-directed and stimulus-driven fronto-parietal attentional networks interplay in young adults with neurodevelopmental conditions.
Collapse
Affiliation(s)
- Sara Bertoni
- Department of Human and Social Sciences, University of Bergamo, Piazzale Sant'Agostino 2, Bergamo 24129, Italy
| | - Sandro Franceschini
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Via Venezia 8, Padua 35131, Italy
| | - Martina Mancarella
- Katholieke Universiteit Leuven, Leopold Vanderkelenstraat 32, Leuven 3000, Belgium
| | - Giovanna Puccio
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Via Venezia 8, Padua 35131, Italy
| | - Luca Ronconi
- School of Psychology, Vita-Salute San Raffaele University, Via Olgettina 58, Milan 20132, Italy
| | - Gianluca Marsicano
- Centre for Studies and Research in Cognitive Neuroscience, University of Bologna, Viale Rasi e Spinelli 176, Cesena 47521, Italy
- Department of Psychology, University of Bologna, Viale Berti Pichat 5, Bologna 40121, Italy
| | - Simone Gori
- Department of Human and Social Sciences, University of Bergamo, Piazzale Sant'Agostino 2, Bergamo 24129, Italy
| | - Gianluca Campana
- PercUp Lab, Department of General Psychology, University of Padua, Via Venezia 8, Padua 35131, Italy
| | - Andrea Facoetti
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Via Venezia 8, Padua 35131, Italy
| |
Collapse
|
4
|
Bombonato C, Del Lucchese B, Ruffini C, Di Lieto MC, Brovedani P, Sgandurra G, Cioni G, Pecini C. Far Transfer Effects of Trainings on Executive Functions in Neurodevelopmental Disorders: A Systematic Review and Metanalysis. Neuropsychol Rev 2024; 34:98-133. [PMID: 36633797 PMCID: PMC10920464 DOI: 10.1007/s11065-022-09574-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 12/01/2022] [Indexed: 01/13/2023]
Abstract
Executive Functions are a set of interrelated, top-down processes essential for adaptive goal-directed behaviour, frequently impaired across different neurodevelopmental disorders with variable degrees of severity. Many executive-function-training studies in children with neurodevelopmental disorders have focused on near effects, investigating post-treatment improvements on directly trained processes, while enhancements of skills not directly trained, defined as far effects, are less considered, albeit these could be extremely relevant for reducing the negative impact of a disorder's core symptomatology. This systematic review and metanalysis aims to investigate the far effect outcomes after EF training in children with different types of neurodevelopmental disorders. 17 studies met the inclusion criteria for the systematic review, while 15 studies were selected in the metanalysis. An overall statistically significant effect size was found in the majority of far effect outcome measures considered in the studies. In particular, trainings on executive functions determine significant far effects on daily life functioning (0.46, 95% CI: [0.05-0.87]) and clinical symptoms (0.33, 95% CI: [0.15-0.51]). Despite a high variability of the results, intensity, frequency and the laboratory/life contexts dimension seem to be the most influential variables in determining far effects. This systematic review and metanalysis highlights the need to measure far effects of executive function training in neurodevelopmental disorders, selecting treatments not only on directly targeted processes, but also according to far impacts on the functional weakness of the disorder.
Collapse
Affiliation(s)
- Clara Bombonato
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Benedetta Del Lucchese
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
- Tuscan Programme of Neuroscience, University of Florence, Pisa and Siena, Italy
| | - Costanza Ruffini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
| | - Maria Chiara Di Lieto
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Paola Brovedani
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Giuseppina Sgandurra
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy.
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy.
| | - Giovanni Cioni
- Department of Developmental Neuroscience, IRCCS Stella Maris Foundation, Calambrone, Pisa, Italy
| | - Chiara Pecini
- Department of Education, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Languages, Florence, Italy
| |
Collapse
|
5
|
Kristjánsson Á, Sigurdardottir HM. The Role of Visual Factors in Dyslexia. J Cogn 2023; 6:31. [PMID: 37397349 PMCID: PMC10312247 DOI: 10.5334/joc.287] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Accepted: 06/13/2023] [Indexed: 07/04/2023] Open
Abstract
What are the causes of dyslexia? Decades of research reflect a determined search for a single cause where a common assumption is that dyslexia is a consequence of problems with converting phonological information into lexical codes. But reading is a highly complex activity requiring many well-functioning mechanisms, and several different visual problems have been documented in dyslexic readers. We critically review evidence from various sources for the role of visual factors in dyslexia, from magnocellular dysfunction through accounts based on abnormal eye movements and attentional processing, to recent proposals that problems with high-level vision contribute to dyslexia. We believe that the role of visual problems in dyslexia has been underestimated in the literature, to the detriment of the understanding and treatment of the disorder. We propose that rather than focusing on a single core cause, the role of visual factors in dyslexia fits well with risk and resilience models that assume that several variables interact throughout prenatal and postnatal development to either promote or hinder efficient reading.
Collapse
Affiliation(s)
- Árni Kristjánsson
- Icelandic Vision Lab, Department of Psychology, University of Iceland, IS
| | | |
Collapse
|
6
|
Nemmi F, Cignetti F, Vaugoyeau M, Assaiante C, Chaix Y, Péran P. Developmental dyslexia, developmental coordination disorder and comorbidity discrimination using multimodal structural and functional neuroimaging. Cortex 2023; 160:43-54. [PMID: 36680923 DOI: 10.1016/j.cortex.2022.10.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 06/15/2022] [Accepted: 10/31/2022] [Indexed: 12/23/2022]
Abstract
Developmental dyslexia (DD) and developmental coordination disorder (DCD) are two common neurodevelopmental disorders with a high co-occurrence rate. This led several authors to postulate that the two disorders share, at least partially, similar neural underpinning. However, even though several studies examined brain differences between typically developing (TD) children and children with either DD or DCD, no previous study directly compared DD, DCD and children with both disorders (COM) using neuroimaging. We acquired structural and resting-state functional MRI images of 136 children (TD = 42, DD = 45, DCD = 20, COM = 29). Difference between TD children and the other groups was assessed using univariate analysis of structural indexes including grey and white matter volumes and functional indexes quantifying activity (fraction of the amplitude of the low frequency fluctuations), local and global connectivity. Regional differences in structural and functional brain indexes were then used to train machine learning models to discriminate among DD, DCD and COM and to find the most discriminant regions. While no imaging index alone discriminated between the three groups, grouping grey and white matter volumes (structural model) or activity, local and global connectivity (functional model) made possible to discriminate among the DD, DCD and COM groups. The most important discrimination was obtained using the functional model, with regions in the cerebellum and the temporal lobe being the most discriminant for DCD and DD children, respectively. Results further showed that children with both DD and DCD have subtle but identifiable brain differences that can only be captured using several imaging indexes pertaining to both brain structure and function.
Collapse
Affiliation(s)
- Federico Nemmi
- Toulouse NeuroImaging Center (ToNIC - UMR1214), Inserm/Université Paul Sabatier, Toulouse, France.
| | - Fabien Cignetti
- Univ. Grenoble Alpes, CNRS, UMR 5525, VetAgro Sup, Grenoble INP, TIMC, Grenoble, France
| | - Marianne Vaugoyeau
- Laboratoire de Neurosciences Cogntives (LNC - UMR7291, CNRS/Aix Marseille Université), Marseille, France
| | - Christine Assaiante
- Laboratoire de Neurosciences Cogntives (LNC - UMR7291, CNRS/Aix Marseille Université), Marseille, France
| | - Yves Chaix
- Toulouse NeuroImaging Center (ToNIC - UMR1214), Inserm/Université Paul Sabatier, Toulouse, France; Pediatric Neurology Unit, Toulouse University Hospital, Toulouse, France
| | - Patrice Péran
- Toulouse NeuroImaging Center (ToNIC - UMR1214), Inserm/Université Paul Sabatier, Toulouse, France
| |
Collapse
|
7
|
Nukari JM, Laasonen MR, Arkkila EP, Haapanen ML, Lipsanen JO, Poutiainen ET. Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:166-184. [PMID: 34581459 DOI: 10.1002/dys.1697] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Revised: 07/30/2021] [Accepted: 09/03/2021] [Indexed: 06/13/2023]
Abstract
Effectiveness of individual- and group-based neuropsychological intervention on aspects of psychological well-being of dyslexic adults was evaluated. Dyslexic young adults (n = 120) were randomly assigned into individual intervention, group intervention or wait-list control group. Both interventions focussed on cognitive strategy learning, supporting self-esteem, and using psychoeducation. In group format peer support was also utilized. Cognitive and behavioural strategies, mood states, quality of life and self-esteem were assessed via self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and 10 months. Results indicated that the neuropsychological interventions had a positive effect on self-evaluated cognitive and behavioural strategies, especially in increasing success expectations and to a lesser degree in diminishing task-avoidance and in group intervention in diminishing social pessimism. The interventions also improved cognition-related quality of life and, to a lesser degree, self-esteem. These results indicate that structured neuropsychological interventions can positively affect self-evaluated psychological well-being, especially on cognitive and behavioural strategies. Considering the secondary consequences of dyslexia, support among young adults is often needed beyond the cognitive and reading-based challenges dyslexia poses.
Collapse
Affiliation(s)
- Johanna M Nukari
- Learning Support Centre, Rehabilitation Foundation, Helsinki, Finland
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Marja R Laasonen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
- Logopedics, School of Humanities, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
| | - Eva P Arkkila
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Marja-Leena Haapanen
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Jari O Lipsanen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Erja T Poutiainen
- Learning Support Centre, Rehabilitation Foundation, Helsinki, Finland
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| |
Collapse
|
8
|
Bohne P, Mourabit DBE, Josten M, Mark MD. Cognitive deficits in episodic Ataxia type 2 mouse models. Hum Mol Genet 2021; 30:1811-1832. [PMID: 34077522 PMCID: PMC8444449 DOI: 10.1093/hmg/ddab149] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Revised: 05/26/2021] [Accepted: 05/27/2021] [Indexed: 11/13/2022] Open
Abstract
Episodic ataxia type 2 (EA2) is a rare autosomal dominant disorder characterized by motor incoordination, paroxysmal dystonia, vertigo, nystagmus and more recently cognitive deficits. To date over 100 mutations in the CACNA1A gene have been identified in EA2 patients leading to a loss of P/Q-type channel activity, dysfunction of cerebellar Purkinje cells (PC) and motor incoordination. To determine if the cerebellum is contributing to these cognitive deficits, we examined 2 different EA2 mouse models for cognition impairments where CACNA1A was removed specifically from cerebellar Purkinje or granule cells postnatally. Both mutant mouse models showed anxiolytic behavior to lighted, open areas in the open field and light/dark place preference tests but enhanced anxiousness in the novel suppressed feeding test. However, EA2 mice continued to show augmented latencies in the light/dark preference test and when the arena was divided into 2 dark zones in the dark/dark preference test. Moreover, increased latencies were also displayed in the novel object recognition test, indicating that EA2 mice are indecisive and anxious to explore new territories and objects and may have memory recognition deficits. Exposure to a foreign mouse led to deficiencies in attention and sniffing as well as social and genital sniffing were observed. These data suggest that postnatal removal of the P/Q type calcium channel from the cerebellum regulates neuronal activity involved in anxiety, memory, decision making and social interactions. Our EA2 mice will provide a model to identify the mechanisms and therapeutic agents underlying cognitive and psychiatric disorders seen in EA2 patients.
Collapse
Affiliation(s)
- Pauline Bohne
- Behavioral Neuroscience, Ruhr-University Bochum, D-44780 Bochum, Germany
| | | | - Mareike Josten
- Behavioral Neuroscience, Ruhr-University Bochum, D-44780 Bochum, Germany
| | - Melanie D Mark
- Behavioral Neuroscience, Ruhr-University Bochum, D-44780 Bochum, Germany
| |
Collapse
|
9
|
Molina R, Redondo B, Molina-Carballo A, García JA, Muñoz-Hoyos A, Vera J, Jiménez R. Capturing attention improves accommodation: An experimental study in children with ADHD using multiple object tracking. Vision Res 2021; 186:52-58. [PMID: 34051609 DOI: 10.1016/j.visres.2021.05.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 05/13/2021] [Accepted: 05/13/2021] [Indexed: 11/15/2022]
Abstract
The present study was aimed at assessing the impact of manipulating the attentional load using a multiple object tracking (MOT) task on the dynamics of the accommodative response in children with attention deficit hyperactivity disorder (ADHD). The pupil size was recorded to assess the effectiveness of the experimental manipulation, and the role of ADHD medication was also explored. The accommodative and pupil dynamics (magnitude and variability) were monitored with an open-field autorefractometer (WAM-5500) in 41 children with ADHD (24 non-medicated and 17 medicated) and 21 non-ADHD controls, while they performed the MOT task with four different levels of complexity (i.e., tracking zero, one, two, or three targets). We found that increasing the attentional load caused a heightened accommodative response, showing a negative association between MOT complexity and accommodative lag in children with ADHD and non-ADHD controls. Complementarily, the pupil size increased as a function of task complexity, confirming a successful experimental manipulation. The stability of accommodation was insensitive to the attentional manipulation, but it differed between groups. Specifically, non-medicated children with ADHD exhibited a greater variability of accommodation in comparison to controls. Increasing the attentional load is associated with a reduction in the accommodative lag in children with ADHD and controls. Our findings show that the allocation of attention plays an important role in the dynamics of the accommodative response, which may be of relevance in the diagnosis and treatment of accommodative deficits in children with and without ADHD.
Collapse
Affiliation(s)
- Rubén Molina
- CLARO (Clinical and Laboratory Applications of Research in Optometry) Research Group, Department of Optics, Faculty of Sciences, University of Granada, Spain
| | - Beatriz Redondo
- CLARO (Clinical and Laboratory Applications of Research in Optometry) Research Group, Department of Optics, Faculty of Sciences, University of Granada, Spain.
| | - Antonio Molina-Carballo
- Faculty of Medicine, University of Granada, Neuropediatric and Neurodevelopment Unit of Clinico San Cecilio University Hospital, Spain
| | - José Antonio García
- CLARO (Clinical and Laboratory Applications of Research in Optometry) Research Group, Department of Optics, Faculty of Sciences, University of Granada, Spain
| | - Antonio Muñoz-Hoyos
- Faculty of Medicine, University of Granada, Neuropediatric and Neurodevelopment Unit of Clinico San Cecilio University Hospital, Spain
| | - Jesús Vera
- CLARO (Clinical and Laboratory Applications of Research in Optometry) Research Group, Department of Optics, Faculty of Sciences, University of Granada, Spain
| | - Raimundo Jiménez
- CLARO (Clinical and Laboratory Applications of Research in Optometry) Research Group, Department of Optics, Faculty of Sciences, University of Granada, Spain
| |
Collapse
|
10
|
Woutersen K, Geuzebroek AC, van den Berg AV, Goossens J. Useful Field of View Performance in the Intact Visual Field of Hemianopia Patients. Invest Ophthalmol Vis Sci 2020; 61:43. [PMID: 32446248 PMCID: PMC7405799 DOI: 10.1167/iovs.61.5.43] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Purpose Postchiasmatic brain damage commonly results in an area of reduced visual sensitivity or blindness in the contralesional hemifield. Previous studies have shown that the ipsilesional visual field can be impaired too. Here, we examine whether assessing visual functioning of the “intact” ipsilesional visual field can be useful to understand difficulties experienced by patients with visual field defects. Methods We compared the performance of 14 patients on a customized version of the useful field of view test that presents stimuli in both hemifields but only assesses functioning of their intact visual half-field (iUFOV) with that of equivalent hemifield assessments in 17 age-matched healthy control participants. In addition, we mapped visual field sensitivity with the Humphrey Field Analyzer. Last, we used an adapted version of the National Eye Institute Visual Quality of Life-25 to measure their experienced visual quality of life. Results We found that patients performed worse on the second and third iUFOV subtests, but not on the first subtest. Furthermore, patients scored significantly worse on almost every subscale, except ocular pain. Summed iUFOV scores (assessing the intact hemifield only) and Humphrey field analyzer scores (assessing both hemifields combined) showed almost similar correlations with the subscale scores of the adapted National Eye Institute Visual Quality of Life-25. Conclusions The iUFOV test is sensitive to deficits in the visual field that are not picked up by traditional perimetry. We therefore believe this task is of interest for patients with postchiasmatic brain lesions and should be investigated further.
Collapse
|
11
|
Laasonen M, Lahti-Nuuttila P, Leppämäki S, Tani P, Wikgren J, Harno H, Oksanen-Hennah H, Pothos E, Cleeremans A, Dye MWG, Cousineau D, Hokkanen L. Project DyAdd: Non-linguistic Theories of Dyslexia Predict Intelligence. Front Hum Neurosci 2020; 14:316. [PMID: 32922276 PMCID: PMC7456923 DOI: 10.3389/fnhum.2020.00316] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Accepted: 07/16/2020] [Indexed: 11/13/2022] Open
Abstract
Two themes have puzzled the research on developmental and learning disorders for decades. First, some of the risk and protective factors behind developmental challenges are suggested to be shared and some are suggested to be specific for a given condition. Second, language-based learning difficulties like dyslexia are suggested to result from or correlate with non-linguistic aspects of information processing as well. In the current study, we investigated how adults with developmental dyslexia or ADHD as well as healthy controls cluster across various dimensions designed to tap the prominent non-linguistic theories of dyslexia. Participants were 18–55-year-old adults with dyslexia (n = 36), ADHD (n = 22), and controls (n = 35). Non-linguistic theories investigated with experimental designs included temporal processing impairment, abnormal cerebellar functioning, procedural learning difficulties, as well as visual processing and attention deficits. Latent profile analysis (LPA) was used to investigate the emerging groups and patterns of results across these experimental designs. LPA suggested three groups: (1) a large group with average performance in the experimental designs, (2) participants predominantly from the clinical groups but with enhanced conditioning learning, and (3) participants predominantly from the dyslexia group with temporal processing as well as visual processing and attention deficits. Despite the presence of these distinct patterns, participants did not cluster very well based on their original status, nor did the LPA groups differ in their dyslexia or ADHD-related neuropsychological profiles. Remarkably, the LPA groups did differ in their intelligence. These results highlight the continuous and overlapping nature of the observed difficulties and support the multiple deficit model of developmental disorders, which suggests shared risk factors for developmental challenges. It also appears that some of the risk factors suggested by the prominent non-linguistic theories of dyslexia relate to the general level of functioning in tests of intelligence.
Collapse
Affiliation(s)
- Marja Laasonen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.,Department of Otorhinolaryngology and Phoniatrics - Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Pekka Lahti-Nuuttila
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.,Department of Otorhinolaryngology and Phoniatrics - Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Sami Leppämäki
- Department of Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Pekka Tani
- Department of Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Jan Wikgren
- Department of Psychology, Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Hanna Harno
- Clinical Neurosciences, Department of Neurology, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Henna Oksanen-Hennah
- Pediatric Neuropsychiatric Unit, Department of Child Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Emmanuel Pothos
- Department of Psychology, City University of London, London, United Kingdom
| | - Axel Cleeremans
- Center for Research in Cognition & Neurosciences, Université libre de Bruxelles, Brussels, Belgium
| | - Matthew W G Dye
- National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, United States
| | - Denis Cousineau
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Laura Hokkanen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| |
Collapse
|
12
|
Driving Accidents, Driving Violations, Symptoms of Attention-Deficit-Hyperactivity (ADHD) and Attentional Network Tasks. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17145238. [PMID: 32698490 PMCID: PMC7400088 DOI: 10.3390/ijerph17145238] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Revised: 07/12/2020] [Accepted: 07/16/2020] [Indexed: 01/21/2023]
Abstract
Background: Iran has serious problems with traffic-related injuries and death. A major reason for traffic accidents is cognitive failure due to deficits in attention. In this study, we investigated the associations between traffic violations, traffic accidents, symptoms of attention-deficit/hyperactivity disorder (ADHD), age, and on an attentional network task in a sample of Iranian adults. Methods: A total of 274 participants (mean age: 31.37 years; 80.7% males) completed questionnaires covering demographic information, driving violations, traffic accidents, and symptoms of ADHD. In addition, they underwent an objective attentional network task (ANT), based on Posner’s concept of attentional networks. Results: More frequent traffic violations, correlated with lower age and poorer performance on the attentional network tasks. Higher symptoms of ADHD were associated with more accidents and more traffic violations, but not with the performance of the attentional tasks. Higher ADHD scores, a poorer performance on attentional network tasks, and younger age predicted traffic violations. Only higher symptoms of ADHD predicted more traffic accidents. Conclusions: In a sample of Iranian drivers, self-rated symptoms of ADHD appeared to be associated with traffic violations and accidents, while symptoms of ADHD were unrelated to objectively assessed performance on an attentional network task. Poor attentional network performance was a significant predictor of traffic violations but not of accidents. To increase traffic safety, both symptoms of ADHD and attentional network performance appear to merit particular attention.
Collapse
|
13
|
Santhana Gopalan PR, Loberg O, Lohvansuu K, McCandliss B, Hämäläinen J, Leppänen P. Attentional Processes in Children With Attentional Problems or Reading Difficulties as Revealed Using Brain Event-Related Potentials and Their Source Localization. Front Hum Neurosci 2020; 14:160. [PMID: 32536857 PMCID: PMC7227392 DOI: 10.3389/fnhum.2020.00160] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Accepted: 04/14/2020] [Indexed: 01/22/2023] Open
Abstract
Visual attention-related processes include three functional sub-processes: alerting, orienting, and inhibition. We examined these sub-processes using reaction times, event-related potentials (ERPs), and their neuronal source activations during the Attention Network Test (ANT) in control children, attentional problems (AP) children, and reading difficulties (RD) children. During the ANT, electroencephalography was measured using 128 electrodes on three groups of Finnish sixth-graders aged 12–13 years (control = 77; AP = 15; RD = 23). Participants were asked to detect the direction of a middle target fish within a group of five fish. The target stimulus was either preceded by a cue (center, double, or spatial), or without a cue, to manipulate the alerting and orienting sub-processes of attention. The direction of the target fish was either congruent or incongruent in relation to the flanker fish, thereby manipulating the inhibition sub-processes of attention. Reaction time performance showed no differences between groups in alerting, orienting, and inhibition effects. The group differences in ERPs were only found at the source level. Neuronal source analysis in the AP children revealed a larger alerting effect (double-cued vs. non-cued target stimuli) than control and RD children in the left occipital lobe. Control children showed a smaller orienting effect (spatially cued vs. center-cued target stimuli) in the left occipital lobe than AP and RD children. No group differences were found for the neuronal sources related to the inhibition effect. The neuronal activity differences related to sub-processes of attention in the AP and RD groups suggest different underlying mechanisms for attentional and reading problems.
Collapse
Affiliation(s)
| | - Otto Loberg
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Kaisa Lohvansuu
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Bruce McCandliss
- Graduate School of Education, Stanford University, Stanford, CA, United States
| | - Jarmo Hämäläinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Paavo Leppänen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| |
Collapse
|
14
|
Nukari JM, Poutiainen ET, Arkkila EP, Haapanen ML, Lipsanen JO, Laasonen MR. Both Individual and Group-Based Neuropsychological Interventions of Dyslexia Improve Processing Speed in Young Adults: A Randomized Controlled Study. JOURNAL OF LEARNING DISABILITIES 2019; 53:213-227. [PMID: 31872791 DOI: 10.1177/0022219419895261] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n = 40), group intervention (n = 40), or wait-list control group (n = 40). The interventions focused on cognitive strategy learning, supporting self-esteem, and using psychoeducation. Cognitive performance and symptoms were assessed via psychometric testing and self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and at 10 months. And, 15 months post intervention long-term status was checked via mailed inquiry. Wait-list control group also received an intervention after the 5-month control period. No significant effects were found in primary self-report outcome measures. Both interventions had a positive effect on a measure of processing speed and attention and the effect remained after the 5-month follow-up period. In self-reported cognitive symptoms, a positive trend was evident in self-reported reading habits. Furthermore, minor self-evaluated benefits reaching up to 15 months post intervention were found. There were no significant differences between the results of individual and group intervention as both interventions improved cognitive performance. The results indicate that a structured neuropsychological intervention could be effective in ameliorating dyslexia-related cognitive symptoms in young adults.
Collapse
Affiliation(s)
| | - Erja T Poutiainen
- Rehabilitation Foundation, Helsinki, Finland
- University of Helsinki, Finland
| | - Eva P Arkkila
- University of Helsinki, Finland
- Helsinki University Hospital, Finland
| | | | | | - Marja R Laasonen
- University of Helsinki, Finland
- Helsinki University Hospital, Finland
- University of Turku, Finland
| |
Collapse
|
15
|
McGrath LM, Stoodley CJ. Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies. J Neurodev Disord 2019; 11:31. [PMID: 31752659 PMCID: PMC6873566 DOI: 10.1186/s11689-019-9287-8] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Accepted: 10/04/2019] [Indexed: 01/18/2023] Open
Abstract
BACKGROUND Dyslexia and Attention-deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders (estimates of 25-40% bidirectional comorbidity). Previous work has identified strong genetic and cognitive overlap between the disorders, but neural overlap is relatively unexplored. This study is a systematic meta-analysis of existing voxel-based morphometry studies to determine whether there is any overlap in the gray matter correlates of both disorders. METHODS We conducted anatomic likelihood estimate (ALE) meta-analyses of voxel-based morphometry studies in which individuals with dyslexia (15 studies; 417 cases, 416 controls) or ADHD (22 studies; 898 cases, 763 controls) were compared to typically developing controls. We generated ALE maps for dyslexia vs. controls and ADHD vs. controls using more conservative (p < .001, k = 50) and more lenient (p < .005, k = 50) thresholds. To determine the overlap of gray matter correlates of dyslexia and ADHD, we examined the statistical conjunction between the ALE maps for dyslexia vs. controls and ADHD vs. controls (false discovery rate [FDR] p < .05, k = 50, 5000 permutations). RESULTS Results showed largely distinct gray matter differences associated with dyslexia and ADHD. There was no evidence of statistically significant gray matter overlap at our conservative threshold, and only one region of overlap in the right caudate at our more lenient threshold. Reduced gray matter in the right caudate may be relevant to shared cognitive correlates in executive functioning and/or procedural learning. The more general finding of largely distinct regional differences in gray matter between dyslexia and ADHD suggests that other neuroimaging modalities may be more sensitive to overlapping neural correlates, and that current neuroimaging recruitment approaches may be hindering progress toward uncovering neural systems associated with comorbidity. CONCLUSIONS The current study is the first to meta-analyze overlap between gray matter differences in dyslexia and ADHD, which is a critical step toward constructing a multi-level understanding of this comorbidity that spans the genetic, neural, and cognitive levels of analysis.
Collapse
Affiliation(s)
- Lauren M. McGrath
- Department of Psychology, University of Denver, Frontier Hall, 2155 S. Race St., Denver, CO 80208 USA
| | - Catherine J. Stoodley
- Department of Psychology and Center for Behavioral Neuroscience, American University, Washington, DC USA
| |
Collapse
|
16
|
Micoulaud-Franchi JA, Lopez R, Cermolacce M, Vaillant F, Péri P, Boyer L, Richieri R, Bioulac S, Sagaspe P, Philip P, Vion-Dury J, Lancon C. Sensory Gating Capacity and Attentional Function in Adults With ADHD: A Preliminary Neurophysiological and Neuropsychological Study. J Atten Disord 2019; 23:1199-1209. [PMID: 26896149 DOI: 10.1177/1087054716629716] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective: The inability to filter sensory input correctly may impair higher cognitive function in ADHD. However, this relationship remains largely elusive. The objectives of the present study is to investigate the relationship between sensory input processing and cognitive function in adult patients with ADHD. Method: This study investigated the relationship between deficit in sensory gating capacity (P50 amplitude changes in a double-click conditioning-testing paradigm and perceptual abnormalities related to sensory gating deficit with the Sensory Gating Inventory [SGI]) and attentional and executive function (P300 amplitude in an oddball paradigm and attentional and executive performances with a neuropsychological test) in 24 adult patients with ADHD. Results: The lower the sensory gating capacity of the brain and the higher the distractibility related to sensory gating inability that the patients reported, the lower the P300 amplitude. Conclusion: The capacity of the brain to gate the response to irrelevant incoming sensory input may be a fundamental protective mechanism that prevents the flooding of higher brain structures with irrelevant information in adult patients with ADHD.
Collapse
Affiliation(s)
| | - Régis Lopez
- 3 Unités des troubles du sommeil, Hôpital Gui-de-Chauliac Montpellier, France.,4 Inserm U1061, Montpellier, France
| | - Michel Cermolacce
- 5 Département de Psychiatrie, CHU de Marseille, France.,6 UMR CNRS 729 / Aix-Marseille Université, Marseille, France
| | | | - Pauline Péri
- 5 Département de Psychiatrie, CHU de Marseille, France
| | - Laurent Boyer
- 5 Département de Psychiatrie, CHU de Marseille, France.,7 EA 3279 / Aix-Marseille Université, Marseille, France
| | - Raphaëlle Richieri
- 5 Département de Psychiatrie, CHU de Marseille, France.,7 EA 3279 / Aix-Marseille Université, Marseille, France
| | - Stéphanie Bioulac
- 2 USR CNRS 3113 SANPSY / Université de Bordeaux, France.,8 Pôle Universitaire de Psychiatrie de l'Enfant et de l'Adolescent, Bordeaux, France
| | | | - Pierre Philip
- 1 Clinique du sommeil, CHU de Bordeaux, France.,2 USR CNRS 3113 SANPSY / Université de Bordeaux, France
| | - Jean Vion-Dury
- 5 Département de Psychiatrie, CHU de Marseille, France.,6 UMR CNRS 729 / Aix-Marseille Université, Marseille, France
| | - Christophe Lancon
- 5 Département de Psychiatrie, CHU de Marseille, France.,7 EA 3279 / Aix-Marseille Université, Marseille, France
| |
Collapse
|
17
|
Carawan LW, Nalavany BA, Jenkins C. Emotional experience with dyslexia and self-esteem: the protective role of perceived family support in late adulthood. Aging Ment Health 2016; 20:284-94. [PMID: 25660279 DOI: 10.1080/13607863.2015.1008984] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
OBJECTIVES Despite the growing body of evidence that suggests dyslexia persists through the life span, there is a dearth of research that explores the complicating factor of dyslexia in late adulthood. Based upon stress and coping theory, this study examined whether perceived family support protects the impact of negative emotional experience with dyslexia on self-esteem. METHODS Adults aged 21 years and older with diagnosed or self-reported dyslexia were participants in a web-based survey. A total of 224 individuals completed the survey. These findings are from the 50 participants who reported to be 60 years or older. Completed measures include their perception of family support, emotional experience with dyslexia, self-esteem, and demographic variables. RESULTS Preliminary analysis revealed that negative emotional experience with dyslexia negatively impacts self-esteem. Hierarchical moderated regression analysis demonstrated that positive perceived family support significantly buffers, mitigates, and protects the effects of negative emotional experiences with dyslexia on self-esteem in individuals with dyslexia in late adulthood. CONCLUSION In this study, family support promoted self-esteem because as a protective dynamic, it helped older adults cope with the emotional distress associated with dyslexia. Implications of these findings are discussed.
Collapse
Affiliation(s)
- Lena W Carawan
- a School of Social Work, College of Human Ecology , East Carolina University , Greenville , NC , USA
| | - Blace A Nalavany
- a School of Social Work, College of Human Ecology , East Carolina University , Greenville , NC , USA
| | - Carol Jenkins
- a School of Social Work, College of Human Ecology , East Carolina University , Greenville , NC , USA
| |
Collapse
|
18
|
Panagiotidi M, Overton PG, Stafford T. Attention-Deficit Hyperactivity Disorder-Like Traits and Distractibility in the Visual Periphery. Perception 2016; 46:665-678. [DOI: 10.1177/0301006616681313] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
We examined the performance of nonclinical subjects with high and low levels of self-reported attention-deficit hyperactivity disorder (ADHD)-like traits in a novel distractibility paradigm with far peripheral visual distractors, the likely origin of many distractors in everyday life. Subjects were tested on a Sustained Attention to Response Task with distractors appearing before some of the target or nontarget stimuli. When the distractors appeared 80 ms before the targets or nontargets, participants with high levels of ADHD-like traits were less affected in their reaction times than those with lower levels. Reducing the distractor-target or nontarget interval to 10 ms removed the reaction time advantage for the high group. We suggest that at 80 ms, the distractors were cueing the arrival of the target or nontarget, and that those with high levels of ADHD-like traits were more sensitive to the cues. Increased sensitivity to stimuli in the visual periphery is consistent with hyperresponsiveness at the level of the superior colliculus.
Collapse
Affiliation(s)
| | - Paul G. Overton
- Department of Psychology, University of Sheffield, Western Bank, UK
| | - Tom Stafford
- Department of Psychology, University of Sheffield, Western Bank, UK
| |
Collapse
|
19
|
Kibby MY, Dyer SM, Vadnais SA, Jagger AC, Casher GA, Stacy M. Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability. Front Psychol 2015; 6:1635. [PMID: 26579020 PMCID: PMC4621384 DOI: 10.3389/fpsyg.2015.01635] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2015] [Accepted: 10/09/2015] [Indexed: 11/30/2022] Open
Abstract
Whether visual processing deficits are common in reading disorders (RD), and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM) may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and STM for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD) performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation.
Collapse
Affiliation(s)
- Michelle Y. Kibby
- Department of Psychology and Center for Integrated Research in Cognitive and Neural Sciences, Southern Illinois UniversityCarbondale, IL, USA
| | | | | | | | | | | |
Collapse
|
20
|
“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2015. [DOI: 10.1007/s40474-015-0064-4] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
|
21
|
de Groot BJA, van den Bos KP, van der Meulen BF, Minnaert AEMG. The attentional blink in typically developing and reading-disabled children. J Exp Child Psychol 2015; 139:51-70. [PMID: 26079274 DOI: 10.1016/j.jecp.2015.05.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2014] [Revised: 05/05/2015] [Accepted: 05/06/2015] [Indexed: 11/19/2022]
Abstract
This study's research question was whether selective visual attention, and specifically the attentional blink (AB) as operationalized by a dual target rapid serial visual presentation (RSVP) task, can explain individual differences in word reading (WR) and reading-related phonological performances in typically developing children and reading-disabled subgroups. A total of 407 Dutch school children (Grades 3-6) were classified either as typically developing (n = 302) or as belonging to one of three reading-disabled subgroups: reading disabilities only (RD-only, n = 69), both RD and attention problems (RD+ADHD, n = 16), or both RD and a specific language impairment (RD+SLI, n = 20). The RSVP task employed alphanumeric stimuli that were presented in two blocks. Standardized Dutch tests were used to measure WR, phonemic awareness (PA), and alphanumeric rapid naming (RAN). Results indicate that, controlling for PA and RAN performance, general RSVP task performance contributes significant unique variance to the prediction of WR. Specifically, consistent group main effects for the parameter of AB(minimum) were found, whereas there were no AB-specific effects (i.e., AB(width) and AB(amplitude)) except for the RD+SLI group. Finally, there was a group by measurement interaction, indicating that the RD-only and comorbid groups are differentially sensitive for prolonged testing sessions. These results suggest that more general factors involved in RSVP processing may explain the group differences found.
Collapse
Affiliation(s)
- Barry J A de Groot
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands.
| | - Kees P van den Bos
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands
| | - Bieuwe F van der Meulen
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands
| | - Alexander E M G Minnaert
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands
| |
Collapse
|
22
|
Amador-Campos JA, Aznar-Casanova JA, Bezerra I, Torro-Alves N, Sánchez MM. Attentional blink in children with attention deficit hyperactivity disorder. BRAZILIAN JOURNAL OF PSYCHIATRY 2015; 37:133-8. [PMID: 26018647 DOI: 10.1590/1516-4446-2014-1415] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2014] [Accepted: 10/21/2014] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To explore the temporal mechanism of attention in children with attention deficit hyperactivity disorder (ADHD) and controls using a rapid serial visual presentation (RSVP) task in which two letters (T1 and T2) were presented in close temporal proximity among distractors (attentional blink [AB]). METHOD Thirty children aged between 9 and 13 years (12 with ADHD combined type and 18 controls) took part in the study. Both groups performed two kinds of RSVP task. In the single task, participants simply had to identify a target letter (T1), whereas in the dual task, they had to identify a target letter (T1) and a probe letter (T2). RESULTS The ADHD and control groups were equivalent in their single-task performance. However, in the dual-task condition, there were significant between-group differences in the rate of detection of the probe letter (T2) at lag + 1 and lag + 4. The ADHD group exhibited a larger overall AB compared with controls. CONCLUSION Our findings provide support for a link between ADHD and attentional blink.
Collapse
Affiliation(s)
- Juan A Amador-Campos
- Department of Personality, Psychological Assessment and Treatment, School of Psychology, Universitat de Barcelona, Spain
| | | | - Izabela Bezerra
- Universidade Federal da Paraíba (UFPB), Department of Psychology, João Pessoa, PB, Brazil
| | - Nelson Torro-Alves
- Universidade Federal da Paraíba (UFPB), Department of Psychology, João Pessoa, PB, Brazil
| | - Manuel M Sánchez
- Department of Basic Psychology, School of Psychology, Universitat de Barcelona, Spain
| |
Collapse
|
23
|
Badcock NA, Kidd JC. Temporal variability predicts the magnitude of between-group attentional blink differences in developmental dyslexia: a meta-analysis. PeerJ 2015; 3:e746. [PMID: 25649715 PMCID: PMC4312065 DOI: 10.7717/peerj.746] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2014] [Accepted: 01/07/2015] [Indexed: 11/20/2022] Open
Abstract
Background. Here we report on a meta-analysis of the between-group main effect (Group Difference) noted in the attentional blink (AB) research focused on specific reading impairment, commonly referred to as developmental dyslexia. The AB effect relates to a limitation in the allocation of attention over time and is examined in a dual-target rapid serial visual presentation (RSVP) paradigm. When the second target appears in close temporal proximity to the first target, the second target is reported less accurately. Method. A Web of Science search with terms "attentional blink" & dyslexia returned 13 AB experiments (11 papers) conducted with developmental dyslexia. After exclusions, 12 experiments were included in the meta-analysis. The main pattern of performance from those experiments was lower overall accuracy in groups of individuals with dyslexia relative to typically reading peers; that is, a between-group main effect. This meta-analysis examined the size of the Group Difference in relation to temporal and task-set related features, which differed between and within experiments. Results. Random effects modelling indicated a significant Group Difference of -0.74 standard deviation units, 95% CI [-.96, -.52], p < .001 (excluding one anomalous result): implicating significantly poorer overall dual-target performance in dyslexic readers. Meta-regression analyses indicated two variables related to the Group Difference; pre-RSVP time and temporal variability of the second target relative to the first target within the RSVP. Discussion. It is suggested that the endogenous engagement of the temporal features of task-set is slower or disrupted in developmental dyslexia.
Collapse
Affiliation(s)
- Nicholas A. Badcock
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, North Ryde, New South Wales, Australia
| | - Joanna C. Kidd
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, North Ryde, New South Wales, Australia
| |
Collapse
|
24
|
Navas ALGP, Ferraz ÉDC, Borges JPA. Phonological processing deficits as a universal model for dyslexia: evidence from different orthographies. Codas 2014; 26:509-19. [DOI: 10.1590/2317-1782/20142014135] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2014] [Accepted: 10/13/2014] [Indexed: 03/07/2023] Open
|
25
|
Laasonen M, Väre J, Oksanen-Hennah H, Leppämäki S, Tani P, Harno H, Hokkanen L, Pothos E, Cleeremans A. Project DyAdd: implicit learning in adult dyslexia and ADHD. ANNALS OF DYSLEXIA 2014; 64:1-33. [PMID: 24162872 DOI: 10.1007/s11881-013-0083-y] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2011] [Accepted: 06/04/2013] [Indexed: 06/02/2023]
Abstract
In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18-55 years) with dyslexia (n = 36) or with attention deficit/hyperactivity disorder (ADHD, n = 22) and in controls (n = 35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia.
Collapse
Affiliation(s)
- Marja Laasonen
- Division of Cognitive and Neuropsychology, Institute of Behavioural Sciences, University of Helsinki, P.O. Box 9, Siltavuorenpenger 1, FIN-00014, Helsinki, Finland,
| | | | | | | | | | | | | | | | | |
Collapse
|
26
|
Visser TAW. Evidence for deficits in the temporal attention span of poor readers. PLoS One 2014; 9:e91278. [PMID: 24651313 PMCID: PMC3961209 DOI: 10.1371/journal.pone.0091278] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2013] [Accepted: 02/10/2014] [Indexed: 12/04/2022] Open
Abstract
Background While poor reading is often associated with phonological deficits, many studies suggest that visual processing might also be impaired. In particular, recent research has indicated that poor readers show impaired spatial visual attention spans in partial and whole report tasks. Given the similarities between competition-based accounts for reduced visual attention span and similar explanations for impairments in sequential object processing, the present work examined whether poor readers show deficits in their “temporal attention span” – that is, their ability to rapidly and accurately process sequences of consecutive target items. Methodology/Principal Findings Poor and normal readers monitored a sequential stream of visual items for two (TT condition) or three (TTT condition) consecutive target digits. Target identification was examined using both unconditional and conditional measures of accuracy in order to gauge the overall likelihood of identifying a target and the likelihood of identifying a target given successful identification of previous items. Compared to normal readers, poor readers showed small but consistent deficits in identification across targets whether unconditional or conditional accuracy was used. Additionally, in the TTT condition, final-target conditional accuracy was poorer than unconditional accuracy, particularly for poor readers, suggesting a substantial cost arising from processing the previous two targets that was not present in normal readers. Conclusions/Significance Mirroring the differences found between poor and normal readers in spatial visual attention span, the present findings suggest two principal differences between the temporal attention spans of poor and normal readers. First, the consistent pattern of reduced performance across targets suggests increased competition amongst items within the same span for poor readers. Second, the steeper decline in final target performance amongst poor readers in the TTT condition suggests a reduction in the extent of their temporal attention span.
Collapse
Affiliation(s)
- Troy A. W. Visser
- School of Psychology, University of Western Australia, Perth, Western Australia, Australia
- * E-mail:
| |
Collapse
|
27
|
Calderone DJ, Lakatos P, Butler PD, Castellanos FX. Entrainment of neural oscillations as a modifiable substrate of attention. Trends Cogn Sci 2014; 18:300-9. [PMID: 24630166 DOI: 10.1016/j.tics.2014.02.005] [Citation(s) in RCA: 167] [Impact Index Per Article: 16.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2013] [Revised: 02/09/2014] [Accepted: 02/10/2014] [Indexed: 11/28/2022]
Abstract
Brain operation is profoundly rhythmic. Oscillations of neural excitability shape sensory, motor, and cognitive processes. Intrinsic oscillations also entrain to external rhythms, allowing the brain to optimize the processing of predictable events such as speech. Moreover, selective attention to a particular rhythm in a complex environment entails entrainment of neural oscillations to its temporal structure. Entrainment appears to form one of the core mechanisms of selective attention, which is likely to be relevant to certain psychiatric disorders. Deficient entrainment has been found in schizophrenia and dyslexia and mounting evidence also suggests that it may be abnormal in attention-deficit/hyperactivity disorder (ADHD). Accordingly, we suggest that studying entrainment in selective-attention paradigms is likely to reveal mechanisms underlying deficits across multiple disorders.
Collapse
Affiliation(s)
- Daniel J Calderone
- Department of Child and Adolescent Psychiatry, NYU Langone School of Medicine, New York, NY, USA.
| | - Peter Lakatos
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, USA
| | - Pamela D Butler
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, USA; Department of Psychiatry, NYU Langone School of Medicine, New York, NY, USA; Department of Psychology, City University of New York, New York, NY, USA
| | - F Xavier Castellanos
- Department of Child and Adolescent Psychiatry, NYU Langone School of Medicine, New York, NY, USA; Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, USA.
| |
Collapse
|
28
|
Varvara P, Varuzza C, Sorrentino ACP, Vicari S, Menghini D. Executive functions in developmental dyslexia. Front Hum Neurosci 2014; 8:120. [PMID: 24639640 PMCID: PMC3945518 DOI: 10.3389/fnhum.2014.00120] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2013] [Accepted: 02/18/2014] [Indexed: 11/21/2022] Open
Abstract
The present study was aimed at investigating different aspects of Executive Functions (EF) in children with Developmental Dyslexia (DD). A neuropsychological battery tapping verbal fluency, spoonerism, attention, verbal shifting, short-term and working memory was used to assess 60 children with DD and 65 with typical reading (TR) abilities. Compared to their controls, children with DD showed deficits in several EF domains such as verbal categorical and phonological fluency, visual-spatial and auditory attention, spoonerism, verbal and visual short-term memory, and verbal working memory. Moreover, exploring predictive relationships between EF measures and reading, we found that spoonerism abilities better explained word and non-word reading deficits. Although to a lesser extent, auditory and visual-spatial attention also explained the increased percentage of variance related to reading deficit. EF deficits found in DD are interpreted as an expression of a deficient functioning of the Central Executive System and are discussed in the context of the recent temporal sampling theory.
Collapse
Affiliation(s)
- Pamela Varvara
- Neuroscience Department, Children's Hospital Bambino Gesù Rome, Italy ; Psychology Department, Libera Università Maria Ss. Assunta Rome, Italy
| | - Cristiana Varuzza
- Neuroscience Department, Children's Hospital Bambino Gesù Rome, Italy
| | | | - Stefano Vicari
- Neuroscience Department, Children's Hospital Bambino Gesù Rome, Italy
| | - Deny Menghini
- Neuroscience Department, Children's Hospital Bambino Gesù Rome, Italy
| |
Collapse
|
29
|
Franceschini S, Gori S, Ruffino M, Viola S, Molteni M, Facoetti A. Action video games make dyslexic children read better. Curr Biol 2013; 23:462-6. [PMID: 23453956 DOI: 10.1016/j.cub.2013.01.044] [Citation(s) in RCA: 241] [Impact Index Per Article: 21.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2012] [Revised: 01/04/2013] [Accepted: 01/15/2013] [Indexed: 11/16/2022]
Abstract
Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly debated [3-12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate that only 12 hr of playing action video games-not involving any direct phonological or orthographic training-drastically improve the reading abilities of children with dyslexia. We tested reading, phonological, and attentional skills in two matched groups of children with dyslexia before and after they played action or nonaction video games for nine sessions of 80 min per day. We found that only playing action video games improved children's reading speed, without any cost in accuracy, more so than 1 year of spontaneous reading development and more than or equal to highly demanding traditional reading treatments. Attentional skills also improved during action video game training. It has been demonstrated that action video games efficiently improve attention abilities [14, 15]; our results showed that this attention improvement can directly translate into better reading abilities, providing a new, fast, fun remediation of dyslexia that has theoretical relevance in unveiling the causal role of attention in reading acquisition.
Collapse
Affiliation(s)
- Sandro Franceschini
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua 35131, Italy
| | | | | | | | | | | |
Collapse
|
30
|
Laasonen M, Kauppinen J, Leppämäki S, Tani P, Harno H, Hokkanen L, Wikgren J. Project DyAdd: classical eyeblink conditioning in adults with dyslexia and ADHD. Exp Brain Res 2012; 223:19-32. [PMID: 22948736 DOI: 10.1007/s00221-012-3237-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2011] [Accepted: 08/16/2012] [Indexed: 10/27/2022]
Abstract
In this study of the project DyAdd (Adult Dyslexia and Attention Deficit Disorder in Finland), classical eyeblink conditioning (EBC) was investigated in both delay and trace paradigms in adults (18-55 years) with dyslexia (n = 37), attention deficit-hyperactivity disorder (ADHD; n = 21), their comorbid combination (n = 8), and healthy controls (n = 35). In addition, the profiles of three participants with a rare autosomal dominant cerebellar disease were assessed (episodic ataxia type 2, EA-2). We found that participants with dyslexia were overall slower learners than controls in eyeblink conditioning. Further, they were the only group that had a reduced number of CRs in mediotemporal-dependent trace paradigm compared to the more cerebellum-dependent delay paradigm. Second, ADHD was found to be related to larger CR amplitude. Third, those with a comorbid condition learned faster and manifested CRs that were not well timed. Fourth, the cerebellar patients showed nearly no conditioning at all. Correlations between EBC and various neuropsychological domains (phonological processing, reading, spelling, arithmetic, executive functions, attention, and fine motor control) over all participants resulted in significant relations only for the delay paradigm: Increased amount of reading errors related with later peak latency and increased amount of self-corrections in fine motor control related with larger response magnitude. Within those who conditioned, relations emerged only for the trace paradigm: better spelling was related to larger response magnitude. These results do not lend support to the cerebellar hypothesis of dyslexia. On the contrary, dyslexia in its pure form seems to be related to a relative dysfunction of a larger hippocampal-cerebellar network. Further, larger responses in the ADHD group are suggested to result from their lowered responding threshold.
Collapse
Affiliation(s)
- Marja Laasonen
- Division of Cognitive and Neuropsychology, Institute of Behavioural Sciences, University of Helsinki, Siltavuorenpenger 1, P.O. Box 9, 00014, Helsinki, Finland.
| | | | | | | | | | | | | |
Collapse
|