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Teghil A, D'Antonio F, Di Vita A, Guariglia C, Boccia M. Temporal learning in the suprasecond range: insights from cognitive style. PSYCHOLOGICAL RESEARCH 2023; 87:568-582. [PMID: 35344099 PMCID: PMC9928821 DOI: 10.1007/s00426-022-01667-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Accepted: 02/21/2022] [Indexed: 10/18/2022]
Abstract
The acquisition of information on the timing of events or actions (temporal learning) occurs in both the subsecond and suprasecond range. However, although relevant differences between participants have been reported in temporal learning, the role of dimensions of individual variability in affecting performance in such tasks is still unclear. Here we investigated this issue, assessing the effect of field-dependent/independent cognitive style on temporal learning in the suprasecond range. Since different mechanisms mediate timing when a temporal representation is self-generated, and when it depends on an external referent, temporal learning was assessed in two conditions. Participants observed a stimulus across six repetitions and reproduced it. Unbeknownst to them, in an internally-based learning (IBL) condition, the stimulus duration was fixed within a trial, although the number of events defining it varied; in an externally-cued learning (ECL) condition, the stimulus was defined by the same number of events within each trial, although its duration varied. The effect of the reproduction modality was also assessed (motor vs. perceptual). Error scores were higher in IBL compared to ECL; the reverse was true for variability. Field-independent individuals performed better than field-dependent ones only in IBL, as further confirmed by correlation analyses. Findings provide evidence that differences in dimensions of variability in high-level cognitive functioning, such as field dependence/independence, significantly affect temporal learning in the suprasecond range, and that this effect depends on the type of temporal representation fostered by the specific task demands.
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Affiliation(s)
- Alice Teghil
- Department of Psychology, "Sapienza" University of Rome, Via dei Marsi, 78, 00185, Rome, Italy.
- Cognitive and Motor Rehabilitation and Neuroimaging Unit, IRCCS Fondazione Santa Lucia, Rome, Italy.
| | - Fabrizia D'Antonio
- Department of Human Neuroscience, "Sapienza" University of Rome, Rome, Italy
| | - Antonella Di Vita
- Department of Human Neuroscience, "Sapienza" University of Rome, Rome, Italy
| | - Cecilia Guariglia
- Department of Psychology, "Sapienza" University of Rome, Via dei Marsi, 78, 00185, Rome, Italy
- Cognitive and Motor Rehabilitation and Neuroimaging Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Maddalena Boccia
- Department of Psychology, "Sapienza" University of Rome, Via dei Marsi, 78, 00185, Rome, Italy
- Cognitive and Motor Rehabilitation and Neuroimaging Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
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Wu H, Lu H, Lin Q, Zhang Y, Liu Q. Reduced audiovisual temporal sensitivity in Chinese children with dyslexia. Front Psychol 2023; 14:1126720. [PMID: 37151347 PMCID: PMC10157467 DOI: 10.3389/fpsyg.2023.1126720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2022] [Accepted: 03/30/2023] [Indexed: 05/09/2023] Open
Abstract
Background Temporal processing deficits regarding audiovisual cross-modal stimuli could affect children's speed and accuracy of decoding. Aim To investigate the characteristics of audiovisual temporal sensitivity (ATS) in Chinese children, with and without developmental dyslexia and its impact on reading ability. Methods The audiovisual simultaneity judgment and temporal order judgment tasks were performed to investigate the ATS of 106 Chinese children (53 with dyslexia) aged 8 to 12 and 37 adults without a history of dyslexia. The predictive effect of children's audiovisual time binding window on their reading ability and the effects of extra cognitive processing in the temporal order judgment task on participants' ATS were also investigated. Outcomes and results With increasing inter-stimulus intervals, the percentage of synchronous responses in adults declined more rapidly than in children. Adults and typically developing children had significantly narrower time binding windows than children with dyslexia. The size of visual stimuli preceding auditory stimuli time binding window had a marginally significant predictive effect on children's reading fluency. Compared with the simultaneity judgment task, the extra cognitive processing of the temporal order judgment task affected children's ATS. Conclusion and implications The ATS of 8-12-year-old Chinese children is immature. Chinese children with dyslexia have lower ATS than their peers.
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Affiliation(s)
- Huiduo Wu
- College of Child Development and Education, Zhejiang Normal University, Hangzhou, China
| | - Haidan Lu
- Faculty of Education, East China Normal University, Shanghai, China
| | - Qing Lin
- Department of Preschool Education, China Women’s University, Beijing, China
| | - Yuhong Zhang
- The College of Education Science, Xinjiang Normal University, Urumqi, China
| | - Qiaoyun Liu
- Faculty of Education, East China Normal University, Shanghai, China
- *Correspondence: Qiaoyun Liu,
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Alispahic S, Pellicano E, Cutler A, Antoniou M. Auditory perceptual learning in autistic adults. Autism Res 2022; 15:1495-1507. [PMID: 35789543 DOI: 10.1002/aur.2778] [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: 01/04/2022] [Accepted: 06/20/2022] [Indexed: 11/09/2022]
Abstract
The automatic retuning of phoneme categories to better adapt to the speech of a novel talker has been extensively documented across various (neurotypical) populations, including both adults and children. However, no studies have examined auditory perceptual learning effects in populations atypical in perceptual, social, and language processing for communication, such as populations with autism. Employing a classic lexically-guided perceptual learning paradigm, the present study investigated perceptual learning effects in Australian English autistic and non-autistic adults. The findings revealed that automatic attunement to existing phoneme categories was not activated in the autistic group in the same manner as for non-autistic control subjects. Specifically, autistic adults were able to both successfully discern lexical items and to categorize speech sounds; however, they did not show effects of perceptual retuning to talkers. These findings may have implications for the application of current sensory theories (e.g., Bayesian decision theory) to speech and language processing by autistic individuals. LAY SUMMARY: Lexically guided perceptual learning assists in the disambiguation of speech from a novel talker. The present study established that while Australian English autistic adult listeners were able to successfully discern lexical items and categorize speech sounds in their native language, perceptual flexibility in updating speaker-specific phonemic knowledge when exposed to a novel talker was not available. Implications for speech and language processing by autistic individuals as well as current sensory theories are discussed.
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Affiliation(s)
- Samra Alispahic
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, New South Wales, Australia
| | - Elizabeth Pellicano
- Department of Educational Studies, Macquarie University, Sydney, New South Wales, Australia
- Department of Clinical, Educational and Health Psychology, University College London, London, United Kindom
| | - Anne Cutler
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, New South Wales, Australia
- Language Comprehension Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- ARC Centre of Excellence for the Dynamics of Language, Australia
| | - Mark Antoniou
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, New South Wales, Australia
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Liu Z, Li J, Bi HY, Xu M, Yang Y. Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia. Front Neurosci 2022; 16:919440. [PMID: 35924227 PMCID: PMC9339653 DOI: 10.3389/fnins.2022.919440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Accepted: 06/20/2022] [Indexed: 12/04/2022] Open
Abstract
Developmental dyslexia (DD) is a neurological-based learning disorder that affects 5-17.5% of children. Handwriting difficulty is a prevailing symptom of dyslexia, but its neural mechanisms remain elusive. Using functional magnetic resonance imaging (fMRI), this study examined functional brain networks associated with handwriting in a copying task in Chinese children with DD (n = 17) and age-matched children (n = 36). We found that dyslexics showed reduced network connectivity between the sensory-motor network (SMN) and the visual network (VN), and between the default mode network (DMN) and the ventral attention network (VAN) during handwriting, but not during drawing geometric figures. Moreover, the connectivity strength of the networks showing group differences was correlated with handwriting speed, reading and working memory, suggesting that the handwriting deficit in DD is linked with disruption of a large-scale brain network supporting motoric, linguistic and executive control processes. Taken together, this study demonstrates the alternations of functional brain networks that underly the handwriting deficit in Chinese dyslexia, providing a new clue for the neural basis of DD.
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Affiliation(s)
- Zhengyan Liu
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Junjun Li
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Hong-Yan Bi
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Min Xu
- Center for Brain Disorders and Cognitive Sciences, School of Psychology, Shenzhen University, Shenzhen, China
- *Correspondence: Min Xu,
| | - Yang Yang
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
- Yang Yang,
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Al-Dokhny AA, Bukhamseen AM, Drwish AM. Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:12213-12249. [PMID: 35668902 PMCID: PMC9136755 DOI: 10.1007/s10639-022-11090-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 05/01/2022] [Indexed: 06/12/2023]
Abstract
In Saudi Arabia, the COVID-19 pandemic forced students with dyslexia to complete their learning through online applications, like their peers without dyslexia. This study explores the influence of assistive technology (AT) on improving the visual perception (VP) and phonological processing (PhP) abilities of students with dyslexia. Three learning applications were used (Google Classroom, Zoom, and Quizlet) as AT platforms. A quantitative approach was adopted based on a quasi-experimental design. Single-subject experimental methods were used to examine the influence of AT on improving students' VP, PhP, and frequency of access (FA). Fourteen students with dyslexia who were selected as participants through purposeful sampling were divided into two experimental groups based on gender. The results showed that AT influenced the VP, PhP, and FA in both experimental groups. Girls scored higher than boys in VP, PhP, and FA, and a positive correlation was found between VP and PhP with AT applications among girls and boys. A simple linear regression analysis showed that a significant and positive relationship exists between FA and the VP and PhP abilities of students with dyslexia through AT applications.
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Gao Y, Meng X, Bai Z, Liu X, Zhang M, Li H, Ding G, Liu L, Booth JR. Left and Right Arcuate Fasciculi Are Uniquely Related to Word Reading Skills in Chinese-English Bilingual Children. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2022; 3:109-131. [PMID: 37215330 PMCID: PMC10158580 DOI: 10.1162/nol_a_00051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Accepted: 07/10/2021] [Indexed: 05/24/2023]
Abstract
Whether reading in different writing systems recruits language-unique or language-universal neural processes is a long-standing debate. Many studies have shown the left arcuate fasciculus (AF) to be involved in phonological and reading processes. In contrast, little is known about the role of the right AF in reading, but some have suggested that it may play a role in visual spatial aspects of reading or the prosodic components of language. The right AF may be more important for reading in Chinese due to its logographic and tonal properties, but this hypothesis has yet to be tested. We recruited a group of Chinese-English bilingual children (8.2 to 12.0 years old) to explore the common and unique relation of reading skill in English and Chinese to fractional anisotropy (FA) in the bilateral AF. We found that both English and Chinese reading skills were positively correlated with FA in the rostral part of the left AF-direct segment. Additionally, English reading skill was positively correlated with FA in the caudal part of the left AF-direct segment, which was also positively correlated with phonological awareness. In contrast, Chinese reading skill was positively correlated with FA in certain segments of the right AF, which was positively correlated with visual spatial ability, but not tone discrimination ability. Our results suggest that there are language universal substrates of reading across languages, but that certain left AF nodes support phonological mechanisms important for reading in English, whereas certain right AF nodes support visual spatial mechanisms important for reading in Chinese.
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Affiliation(s)
- Yue Gao
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavioral and Mental Health, Peking University, Beijing, China
- PekingU-PolyU Center for Child Development and Learning, Beijing, China
| | - Zilin Bai
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xin Liu
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
| | - Manli Zhang
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Hehui Li
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - James R. Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
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Yang Y, Zuo Z, Tam F, Graham SJ, Li J, Ji Y, Meng Z, Gu C, Bi HY, Ou J, Xu M. The brain basis of handwriting deficits in Chinese children with developmental dyslexia. Dev Sci 2021; 25:e13161. [PMID: 34288292 PMCID: PMC9286553 DOI: 10.1111/desc.13161] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Revised: 06/15/2021] [Accepted: 07/14/2021] [Indexed: 02/06/2023]
Abstract
Abundant behavioral studies have demonstrated high comorbidity of reading and handwriting difficulties in developmental dyslexia (DD), a neurological condition characterized by unexpectedly low reading ability despite adequate nonverbal intelligence and typical schooling. The neural correlates of handwriting deficits remain largely unknown; however, as well as the extent that handwriting deficits share common neural bases with reading deficits in DD. The present work used functional magnetic resonance imaging to examine brain activity during handwriting and reading tasks in Chinese dyslexic children (n = 18) and age-matched controls (n = 23). Compared to controls, dyslexic children exhibited reduced activation during handwriting tasks in brain regions supporting sensory-motor processing (including supplementary motor area and postcentral gyrus) and visual-orthography processing (including bilateral precuneus and right cuneus). Among these regions, the left supplementary motor area and the right precuneus also showed a trend of reduced activation during reading tasks in dyslexics. Moreover, increased activation was found in the left inferior frontal gyrus and anterior cingulate cortex in dyslexics, which may reflect more efforts of executive control to compensate for the impairments of motor and visual-orthographic processing. Finally, dyslexic children exhibited aberrant functional connectivity among brain areas for cognitive control and sensory-motor processes during handwriting tasks. Together, these findings suggest that handwriting deficits in DD are associated with functional abnormalities of multiple brain regions implicated in motor execution, visual-orthographic processing, and cognitive control, providing important implications for the diagnosis and treatment of dyslexia.
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Affiliation(s)
- Yang Yang
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology,Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Zhentao Zuo
- State Key Laboratory of Brain and Cognitive Science, Institute of Biophysics, Chinese Academy of Sciences, Beijing, China
| | - Fred Tam
- Physical Sciences Platform, Sunnybrook Research Institute, Toronto, Canada
| | - Simon J Graham
- Physical Sciences Platform, Sunnybrook Research Institute, Toronto, Canada.,Department of Medical Biophysics, University of Toronto, Toronto, Canada
| | - Junjun Li
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology,Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Yuzhu Ji
- Department of Psychology, College of Education, Zhejiang University of Technology, Hangzhou, China
| | - Zelong Meng
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Chanyuan Gu
- Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University, Hong Kong, China
| | - Hong-Yan Bi
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology,Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Jian Ou
- Center for Brain Disorders and Cognitive Sciences, Shenzhen University, Shenzhen, China
| | - Min Xu
- Center for Brain Disorders and Cognitive Sciences, Shenzhen University, Shenzhen, China.,Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
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The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101883] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Yang J, Tan LH. Whole-Brain Functional Networks for Phonological and Orthographic Processing in Chinese Good and Poor Readers. Front Psychol 2020; 10:2945. [PMID: 31993008 PMCID: PMC6971169 DOI: 10.3389/fpsyg.2019.02945] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Accepted: 12/12/2019] [Indexed: 01/31/2023] Open
Abstract
The neural basis of dyslexia in different languages remains unresolved, and it is unclear whether the phonological deficit as the core deficit of dyslexia is language-specific or universal. The current functional magnetic resonance imaging (fMRI) study using whole-brain data-driven network analyses investigated the neural mechanisms for phonological and orthographic processing in Chinese children with good and poor reading ability. Sixteen good readers and 16 poor readers were requested to make homophone judgments (phonological processing) and component judgments (visual-orthographic processing) of presented Chinese characters. Poor readers displayed worse performance than the good readers in phonological processing, but not in orthographic processing. Whole-brain activation analyses showed compensatory activations in the poor readers during phonological processing and automatic phonological production activation in the good readers during orthographic processing. Significant group differences in the topological properties of their brain networks were found only in orthographic processing. Analyses of nodal degree centrality and betweenness centrality revealed significant group differences in both phonological and orthographic processing. The present study supports the phonological core deficit hypothesis of reading difficulty in Chinese. It also suggests that Chinese good and poor readers might recruit different strategies and neural mechanisms for orthographic processing.
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Affiliation(s)
- Jing Yang
- Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China
| | - Li Hai Tan
- Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, China.,Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
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The efficiency and improvement of novel word’s learning in Chinese children with developmental dyslexia during natural reading. ACTA PSYCHOLOGICA SINICA 2019. [DOI: 10.3724/sp.j.1041.2019.00471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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