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Perception of musical pitch in developmental prosopagnosia. Neuropsychologia 2019; 124:87-97. [PMID: 30625291 DOI: 10.1016/j.neuropsychologia.2018.12.022] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2017] [Revised: 12/19/2018] [Accepted: 12/29/2018] [Indexed: 11/21/2022]
Abstract
Studies of developmental prosopagnosia have often shown that developmental prosopagnosia differentially affects human face processing over non-face object processing. However, little consideration has been given to whether this condition is associated with perceptual or sensorimotor impairments in other modalities. Comorbidities have played a role in theories of other developmental disorders such as dyslexia, but studies of developmental prosopagnosia have often focused on the nature of the visual recognition impairment despite evidence for widespread neural anomalies that might affect other sensorimotor systems. We studied 12 subjects with developmental prosopagnosia with a battery of auditory tests evaluating pitch and rhythm processing as well as voice perception and recognition. Overall, three subjects were impaired in fine pitch discrimination, a prevalence of 25% that is higher than the estimated 4% prevalence of congenital amusia in the general population. This was a selective deficit, as rhythm perception was unaffected in all 12 subjects. Furthermore, two of the three prosopagnosic subjects who were impaired in pitch discrimination had intact voice perception and recognition, while two of the remaining nine subjects had impaired voice recognition but intact pitch perception. These results indicate that, in some subjects with developmental prosopagnosia, the face recognition deficit is not an isolated impairment but is associated with deficits in other domains, such as auditory perception. These deficits may form part of a broader syndrome which could be due to distributed microstructural anomalies in various brain networks, possibly with a common theme of right hemispheric predominance.
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2
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Valdois S, Lassus-Sangosse D, Lallier M, Moreaud O, Pisella L. What bilateral damage of the superior parietal lobes tells us about visual attention disorders in developmental dyslexia. Neuropsychologia 2018; 130:78-91. [PMID: 30098328 DOI: 10.1016/j.neuropsychologia.2018.08.001] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 05/02/2018] [Accepted: 08/01/2018] [Indexed: 10/28/2022]
Abstract
Neuroimaging studies have identified the superior parietal lobules bilaterally as the neural substrates of reduced visual attention (VA) span in developmental dyslexia. It remains however unclear whether the VA span deficit and the deficits in temporal and spatial attention shifting also reported in dyslexic children reflect a unitary spatio-temporal deficit of attention - probably linked to general posterior parietal dysfunction- or the dysfunction of distinct attentional systems that relate to different neural substrates. We explored this issue by testing an adult patient, IG, with a specific damage of the bilateral superior parietal lobules after stroke, on tasks assessing the VA span as well as temporal and spatial attention shifting. IG demonstrated a very severe VA span deficit, but preserved temporal attention shifting. Exogenous spatial orientation shifting was spared but her performance was impaired in endogenous attention. The overall findings show that distinct sub-systems of visual attention can be dissociated within the parietal lobe, suggesting that different attentional systems associated with specific neural networks can be selectively impaired in developmental dyslexia.
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Affiliation(s)
- S Valdois
- CNRS, LPNC UMR 5105, 38040 Grenoble, France; Université Grenoble Alpes, LPNC, 38040 Grenoble, France.
| | - D Lassus-Sangosse
- CMRR, Pôle Psychiatrie, Neurologie, Rééducation neurologique, CHU Grenoble-Alpes, France
| | - M Lallier
- Basque Center on Cognition, Brain and Language, 20009 San Sebastián, Spain
| | - O Moreaud
- CNRS, LPNC UMR 5105, 38040 Grenoble, France; CMRR, Pôle Psychiatrie, Neurologie, Rééducation neurologique, CHU Grenoble-Alpes, France
| | - L Pisella
- ImpAct - Lyon Neuroscience Research Center, Inserm U1028, CNRS UMR 5292, Bron, France
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Liu S, Liu D, Pan Z, Xu Z. The association between reading abilities and visual-spatial attention in Hong Kong Chinese children. DYSLEXIA (CHICHESTER, ENGLAND) 2018; 24:263-275. [PMID: 29575608 DOI: 10.1002/dys.1584] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2017] [Revised: 02/05/2018] [Accepted: 02/05/2018] [Indexed: 06/08/2023]
Abstract
A growing body of research suggests that visual-spatial attention is important for reading achievement. However, few studies have been conducted in non-alphabetic orthographies. This study extended the current research to reading development in Chinese, a logographic writing system known for its visual complexity. Eighty Hong Kong Chinese children were selected and divided into poor reader and typical reader groups, based on their performance on the measures of reading fluency, Chinese character reading, and reading comprehension. The poor and typical readers were matched on age and nonverbal intelligence. A Posner's spatial cueing task was adopted to measure the exogenous and endogenous orienting of visual-spatial attention. Although the typical readers showed the cueing effect in the central cue condition (i.e., responses to targets following valid cues were faster than those to targets following invalid cues), the poor readers did not respond differently in valid and invalid conditions, suggesting an impairment of the endogenous orienting of attention. The two groups, however, showed a similar cueing effect in the peripheral cue condition, indicating intact exogenous orienting in the poor readers. These findings generally supported a link between the orienting of covert attention and Chinese reading, providing evidence for the attentional-deficit theory of dyslexia.
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Affiliation(s)
- Sisi Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong
| | - Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong
| | - Zhihui Pan
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong
| | - Zhengye Xu
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong
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Michel C, Quercia P, Joubert L. Representational Bias in the Radial Axis in Children With Dyslexia: A Landmarks Alignment Study. JOURNAL OF LEARNING DISABILITIES 2018; 52:158-167. [PMID: 29938599 DOI: 10.1177/0022219418784281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
To better identify the distinctive characteristics of space representation in the radial dimension, we have proposed a new paradigm: the landmarks alignment task where two parallel aluminum bars were radially presented. Children had to move a landmark along one bar and place it at the same location as the reference landmark placed by the examiner on the parallel bar. The major interest of this task was its capacity to assess space representation in the radial dimension when considering a spatial landmark that oriented the subject's attention toward the orthogonal dimension. The most important result showed that in the radial dimension children with dyslexia exhibited a forward bias on the left bar, meaning a mental underrepresentation of the leftward peripersonal space and/or a mental overrepresentation of the rightward peripersonal space. Furthermore, reading discrepancies were correlated with radial forward bias on the left bar. The experiment was also conducted in the lateral axis, showing a pseudoneglect behavior in children without dyslexia. Our landmarks alignment task had the advantage of being able to assess space representation in a complex environment. The forward radial representational bias in children with dyslexia could have implications for spatial orientation in peripersonal workspace in school situations.
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Affiliation(s)
| | | | - Lise Joubert
- Université Bourgogne Franche-Comté, Dijon. France
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Franceschini S, Mascheretti S, Bertoni S, Trezzi V, Andreola C, Gori S, Facoetti A. Sluggish dorsally-driven inhibition of return during orthographic processing in adults with dyslexia. BRAIN AND LANGUAGE 2018; 179:1-10. [PMID: 29453081 DOI: 10.1016/j.bandl.2018.01.009] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2017] [Revised: 10/11/2017] [Accepted: 01/29/2018] [Indexed: 06/08/2023]
Abstract
Dyslexia (D) is a neurodevelopmental reading disorder characterized by phonological and orthographic deficits. Before phonological decoding, reading requires a specialized orthographic system for parallel letter processing that assigns letter identities to different spatial locations. The magnocellular-dorsal (MD) stream rapidly process the spatial location of visual stimuli controlling visuo-spatial attention. To investigate the visuo-spatial attention efficiency during orthographic processing, inhibition of return (IOR) was measured in adults with and without D in a lexical decision task. IOR is the delay in responding to stimuli displayed in a cued location after a long cue-target interval. Only adults with D did not showed IOR effect during letter-string recognition, despite the typical left-hemisphere specialization for word identification. A specific deficit in coherent-dot-motion perception confirmed an MD-stream disorder in adults with D. Our results suggest that adults with D might develop an efficient visual word form area, but a dorsal-attentional dysfunction impairs their reading fluency.
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Affiliation(s)
- S Franceschini
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padova 35131, Italy; Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco 23842, Italy.
| | - S Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco 23842, Italy
| | - S Bertoni
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padova 35131, Italy
| | - V Trezzi
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco 23842, Italy
| | - C Andreola
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco 23842, Italy
| | - S Gori
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco 23842, Italy; Department of Human and Social Sciences, University of Bergamo, Bergamo 24129, Italy
| | - A Facoetti
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padova 35131, Italy; Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco 23842, Italy
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Gori S, Molteni M, Facoetti A. Visual Illusions: An Interesting Tool to Investigate Developmental Dyslexia and Autism Spectrum Disorder. Front Hum Neurosci 2016; 10:175. [PMID: 27199702 PMCID: PMC4842763 DOI: 10.3389/fnhum.2016.00175] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2014] [Accepted: 04/06/2016] [Indexed: 11/13/2022] Open
Abstract
A visual illusion refers to a percept that is different in some aspect from the physical stimulus. Illusions are a powerful non-invasive tool for understanding the neurobiology of vision, telling us, indirectly, how the brain processes visual stimuli. There are some neurodevelopmental disorders characterized by visual deficits. Surprisingly, just a few studies investigated illusory perception in clinical populations. Our aim is to review the literature supporting a possible role for visual illusions in helping us understand the visual deficits in developmental dyslexia and autism spectrum disorder. Future studies could develop new tools - based on visual illusions - to identify an early risk for neurodevelopmental disorders.
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Affiliation(s)
- Simone Gori
- Department of Human and Social Sciences, University of BergamoBergamo, Italy
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio MedeaBosisio Parini, Italy
| | - Massimo Molteni
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio MedeaBosisio Parini, Italy
| | - Andrea Facoetti
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio MedeaBosisio Parini, Italy
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of PadovaPadua, Italy
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“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]
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Inducing attention not to blink: auditory entrainment improves conscious visual processing. PSYCHOLOGICAL RESEARCH 2015. [PMID: 26215434 DOI: 10.1007/s00426-015-0691-8] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Our ability to allocate attention at different moments in time can sometimes fail to select stimuli occurring in close succession, preventing visual information from reaching awareness. This so-called attentional blink (AB) occurs when the second of two targets (T2) is presented closely after the first (T1) in a rapid serial visual presentation (RSVP). We hypothesized that entrainment to a rhythmic stream of stimuli-before visual targets appear-would reduce the AB. Experiment 1 tested the effect of auditory entrainment by presenting sounds with a regular or irregular interstimulus interval prior to a RSVP where T1 and T2 were separated by three possible lags (1, 3 and 8). Experiment 2 examined visual entrainment by presenting visual stimuli in place of auditory stimuli. Results revealed that irrespective of sensory modality, arrhythmic stimuli preceding the RSVP triggered an alerting effect that improved the T2 identification at lag 1, but impaired the recovery from the AB at lag 8. Importantly, only auditory rhythmic entrainment was effective in reducing the AB at lag 3. Our findings demonstrate that manipulating the pre-stimulus condition can reduce deficits in temporal attention characterizing the human cognitive architecture, suggesting innovative trainings for acquired and neurodevelopmental disorders.
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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: 8] [Impact Index Per Article: 0.9] [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.
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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
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Romani C, Tsouknida E, Olson A. Encoding order and developmental dyslexia: a family of skills predicting different orthographic components. Q J Exp Psychol (Hove) 2014; 68:99-128. [PMID: 25246235 PMCID: PMC4409052 DOI: 10.1080/17470218.2014.938666] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
We investigated order encoding in developmental dyslexia using a task that presented nonalphanumeric visual characters either simultaneously or sequentially--to tap spatial and temporal order encoding, respectively--and asked participants to reproduce their order. Dyslexic participants performed poorly in the sequential condition, but normally in the simultaneous condition, except for positions most susceptible to interference. These results are novel in demonstrating a selective difficulty with temporal order encoding in a dyslexic group. We also tested the associations between our order reconstruction tasks and: (a) lexical learning and phonological tasks; and (b) different reading and spelling tasks. Correlations were extensive when the whole group of participants was considered together. When dyslexics and controls were considered separately, different patterns of association emerged between orthographic tasks on the one side and tasks tapping order encoding, phonological processing, and written learning on the other. These results indicate that different skills support different aspects of orthographic processing and are impaired to different degrees in individuals with dyslexia. Therefore, developmental dyslexia is not caused by a single impairment, but by a family of deficits loosely related to difficulties with order. Understanding the contribution of these different deficits will be crucial to deepen our understanding of this disorder.
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Affiliation(s)
- Cristina Romani
- a School of Health and Life Sciences , Aston University , Birmingham , UK
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Kronschnabel J, Brem S, Maurer U, Brandeis D. The level of audiovisual print-speech integration deficits in dyslexia. Neuropsychologia 2014; 62:245-61. [PMID: 25084224 DOI: 10.1016/j.neuropsychologia.2014.07.024] [Citation(s) in RCA: 52] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2013] [Revised: 03/28/2014] [Accepted: 07/22/2014] [Indexed: 01/12/2023]
Abstract
The classical phonological deficit account of dyslexia is increasingly linked to impairments in grapho-phonological conversion, and to dysfunctions in superior temporal regions associated with audiovisual integration. The present study investigates mechanisms of audiovisual integration in typical and impaired readers at the critical developmental stage of adolescence. Congruent and incongruent audiovisual as well as unimodal (visual only and auditory only) material was presented. Audiovisual presentations were single letters and three-letter (consonant-vowel-consonant) stimuli accompanied by matching or mismatching speech sounds. Three-letter stimuli exhibited fast phonetic transitions as in real-life language processing and reading. Congruency effects, i.e. different brain responses to congruent and incongruent stimuli were taken as an indicator of audiovisual integration at a phonetic level (grapho-phonological conversion). Comparisons of unimodal and audiovisual stimuli revealed basic, more sensory aspects of audiovisual integration. By means of these two criteria of audiovisual integration, the generalizability of audiovisual deficits in dyslexia was tested. Moreover, it was expected that the more naturalistic three-letter stimuli are superior to single letters in revealing group differences. Electrophysiological and hemodynamic (EEG and fMRI) data were acquired simultaneously in a simple target detection task. Applying the same statistical models to event-related EEG potentials and fMRI responses allowed comparing the effects detected by the two techniques at a descriptive level. Group differences in congruency effects (congruent against incongruent) were observed in regions involved in grapho-phonological processing, including the left inferior frontal and angular gyri and the inferotemporal cortex. Importantly, such differences also emerged in superior temporal key regions. Three-letter stimuli revealed stronger group differences than single letters. No significant differences in basic measures of audiovisual integration emerged. Convergence of hemodynamic and electrophysiological signals appeared to be limited and mainly occurred for highly significant and large effects in visual cortices. The findings suggest efficient superior temporal tuning to audiovisual congruency in controls. In impaired readers, however, grapho-phonological conversion is effortful and inefficient, although basic audiovisual mechanisms seem intact. This unprecedented demonstration of audiovisual deficits in adolescent dyslexics provides critical evidence that the phonological deficit might be explained by impaired audiovisual integration at a phonetic level, especially for naturalistic and word-like stimulation.
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Affiliation(s)
- Jens Kronschnabel
- University Clinics of Child and Adolescent Psychiatry (UCCAP), University of Zurich, Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Silvia Brem
- University Clinics of Child and Adolescent Psychiatry (UCCAP), University of Zurich, Zurich, Switzerland
| | - Urs Maurer
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland; Department of Psychology, University of Zurich, Zurich, Switzerland
| | - Daniel Brandeis
- University Clinics of Child and Adolescent Psychiatry (UCCAP), University of Zurich, Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland; Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany; Center for Integrative Human Physiology, University of Zurich, Zurich, Switzerland.
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Gori S, Cecchini P, Bigoni A, Molteni M, Facoetti A. Magnocellular-dorsal pathway and sub-lexical route in developmental dyslexia. Front Hum Neurosci 2014; 8:460. [PMID: 25009484 PMCID: PMC4068287 DOI: 10.3389/fnhum.2014.00460] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2013] [Accepted: 06/05/2014] [Indexed: 11/13/2022] Open
Abstract
Although developmental dyslexia (DD) is frequently associate with a phonological deficit, the underlying neurobiological cause remains undetermined. Recently, a new model, called "temporal sampling framework" (TSF), provided an innovative prospect in the DD study. TSF suggests that deficits in syllabic perception at a specific temporal frequencies are the critical basis for the poor reading performance in DD. This approach was presented as a possible neurobiological substrate of the phonological deficit of DD but the TSF can also easily be applied to the visual modality deficits. The deficit in the magnocellular-dorsal (M-D) pathway - often found in individuals with DD - fits well with a temporal oscillatory deficit specifically related to this visual pathway. This study investigated the visual M-D and parvocellular-ventral (P-V) pathways in dyslexic and in chronological age and IQ-matched normally reading children by measuring temporal (frequency doubling illusion) and static stimuli sensitivity, respectively. A specific deficit in M-D temporal oscillation was found. Importantly, the M-D deficit was selectively shown in poor phonological decoders. M-D deficit appears to be frequent because 75% of poor pseudo-word readers were at least 1 SD below the mean of the controls. Finally, a replication study by using a new group of poor phonological decoders and reading level controls suggested a crucial role of M-D deficit in DD. These results showed that a M-D deficit might impair the sub-lexical mechanisms that are critical for reading development. The possible link between these findings and TSF is discussed.
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Affiliation(s)
- Simone Gori
- Developmental and Cognitive Neuroscience Laboratory, Dipartimento di Psicologia Generale, Università degli Studi di Padova Padova, Italy ; Developmental Neuropsychology Unit, Istituto Scientifico "E. Medea" di Bosisio Parini Lecco, Italy
| | - Paolo Cecchini
- Ophthalmological Unit, Istituto Scientifico "E. Medea" di San Vito al Tagliamento Pordenone, Italy
| | - Anna Bigoni
- Ophthalmological Unit, Istituto Scientifico "E. Medea" di San Vito al Tagliamento Pordenone, Italy
| | - Massimo Molteni
- Developmental Neuropsychology Unit, Istituto Scientifico "E. Medea" di Bosisio Parini Lecco, Italy
| | - Andrea Facoetti
- Developmental and Cognitive Neuroscience Laboratory, Dipartimento di Psicologia Generale, Università degli Studi di Padova Padova, Italy ; Developmental Neuropsychology Unit, Istituto Scientifico "E. Medea" di Bosisio Parini Lecco, Italy
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13
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Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia. Vision Res 2014; 99:78-87. [DOI: 10.1016/j.visres.2013.11.011] [Citation(s) in RCA: 75] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2013] [Revised: 11/18/2013] [Accepted: 11/30/2013] [Indexed: 11/20/2022]
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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.
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Affiliation(s)
- Troy A. W. Visser
- School of Psychology, University of Western Australia, Perth, Western Australia, Australia
- * E-mail:
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15
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Vieira S, Quercia P, Bonnetblanc F, Michel C. Space representation in children with dyslexia and children without dyslexia: contribution of line bisection and circle centering tasks. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:3997-4008. [PMID: 24036389 DOI: 10.1016/j.ridd.2013.08.031] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2013] [Revised: 08/17/2013] [Accepted: 08/19/2013] [Indexed: 06/02/2023]
Abstract
Line bisection tasks (different space locations and different line lengths) and circle centering tasks (visuo-proprioceptive and proprioceptive explorations, with left or right starting positions) were used to investigate space representation in children with dyslexia and children without dyslexia. In line bisection, children with dyslexia showed a significant rightward bias for central and right-sided locations and a leftward bias for left-sided location. Furthermore, the spatial context processing was asymmetrically more efficient in the left space. In children without dyslexia, no significant bias was observed in central lines but the spatial context processing was symmetrical in both spaces. When the line length varied, no main effect was shown. These results strengthen the 'inverse pseudoneglect' hypothesis in dyslexia. In the lateral dimension of the circle centering tasks, children showed a response bias in the direction of the starting hand location for proprioceptive condition. For radial dimension, the children showed a forward bias in visuo-proprioceptive condition and more backward error in proprioceptive condition. Children with dyslexia showed a forward bias in clockwise exploration and more accurate performance in counterclockwise exploration for left starting position which may be in accordance with leftward asymmetrical spatial context processing in line bisection. These results underline the necessity to use the line bisection task with different locations as an appropriate experimental paradigm to study lateral representational bias in dyslexia. The contribution of the present results in the understanding of space representation in children with dyslexia and children without dyslexia is discussed in terms of attentional processes and neuroanatomical substrate.
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Affiliation(s)
- Stéphanie Vieira
- Université de Bourgogne, Dijon, Campus Universitaire, UFR STAPS, BP 27877, F-21078 Dijon, France; INSERM U1093, Cognition, Action et Plasticité Sensorimotrice, F-21078 Dijon, France
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16
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Lallier M, Donnadieu S, Valdois S. Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits. ANNALS OF DYSLEXIA 2013; 63:97-116. [PMID: 22829423 DOI: 10.1007/s11881-012-0074-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2011] [Accepted: 06/28/2012] [Indexed: 05/21/2023]
Abstract
The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality.
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Affiliation(s)
- Marie Lallier
- Basque Center on Cognition, Brain and Language, Paseo Mikeletegi 69, 2nd Floor, 20009 Donostia, Spain.
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17
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Abstract
Developmental dyslexia affects almost 10% of school-aged children and represents a significant public health problem. Its etiology is unknown. The consistent presence of phonological difficulties combined with an inability to manipulate language sounds and the grapheme-phoneme conversion is widely acknowledged. Numerous scientific studies have also documented the presence of eye movement anomalies and deficits of perception of low contrast, low spatial frequency, and high frequency temporal visual information in dyslexics. Anomalies of visual attention with short visual attention spans have also been demonstrated in a large number of cases. Spatial orientation is also affected in dyslexics who manifest a preference for spatial attention to the right. This asymmetry may be so pronounced that it leads to a veritable neglect of space on the left side. The evaluation of treatments proposed to dyslexics whether speech or oriented towards the visual anomalies remains fragmentary. The advent of new explanatory theories, notably cerebellar, magnocellular, or proprioceptive, is an incentive for ophthalmologists to enter the world of multimodal cognition given the importance of the eye's visual input.
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Affiliation(s)
- Patrick Quercia
- Department of Ophthalmology, University Hospital, Dijon, France
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18
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Judge J, Knox PC, Caravolas M. Spatial orienting of attention in dyslexic adults using directional and alphabetic cues. DYSLEXIA (CHICHESTER, ENGLAND) 2013; 19:55-75. [PMID: 23526744 DOI: 10.1002/dys.1452] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2012] [Revised: 02/04/2013] [Accepted: 02/04/2013] [Indexed: 05/21/2023]
Abstract
Spatial attention performance was investigated in adults with dyslexia. Groups with and without dyslexia completed literacy/phonological tasks as well as two spatial cueing tasks, in which attention was oriented in response to a centrally presented pictorial (arrow) or alphabetic (letter) cue. Cued response times and orienting effects were largely similar in dyslexic and nonimpaired readers. The one distinct pattern that emerged showed dyslexic adults to have smaller orienting effects in the right than left visual field for letter cues, whereas typical readers showed the opposite pattern. These smaller orienting effects appeared to characterize the dyslexic group as a whole and not only one or two individuals. Our results suggest that dyslexic adults may have a subtle impairment in orienting visual attention when processing alphabetic (but not pictorial) cues. Several interpretations of these findings are considered, including links with a phonological deficit and/or a difficulty in shifting attention in the direction of reading.
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Affiliation(s)
- Jeannie Judge
- School of Psychology, University of Central Lancashire, Lancashire, UK.
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19
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Laasonen M, Salomaa J, Cousineau D, Leppämäki S, Tani P, Hokkanen L, Dye M. Project DyAdd: Visual attention in adult dyslexia and ADHD. Brain Cogn 2012; 80:311-27. [DOI: 10.1016/j.bandc.2012.08.002] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2011] [Revised: 06/15/2012] [Accepted: 08/09/2012] [Indexed: 12/18/2022]
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20
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A conceptual and methodological framework for measuring and modulating the attentional blink. Atten Percept Psychophys 2012; 74:1080-97. [DOI: 10.3758/s13414-012-0338-4] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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21
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Decoding ability makes waves in reading: Deficient interactions between attention and phonological analysis in developmental dyslexia. Neuropsychologia 2012; 50:1553-64. [DOI: 10.1016/j.neuropsychologia.2012.03.008] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2011] [Revised: 02/23/2012] [Accepted: 03/06/2012] [Indexed: 11/21/2022]
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22
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Abstract
Dyslexia is a neurodevelopmental disorder that is characterised by slow and inaccurate word recognition. Dyslexia has been reported in every culture studied, and mounting evidence draws attention to cross-linguistic similarity in its neurobiological and neurocognitive bases. Much progress has been made across research specialties spanning the behavioural, neuropsychological, neurobiological, and causal levels of analysis in the past 5 years. From a neuropsychological perspective, the phonological theory remains the most compelling, although phonological problems also interact with other cognitive risk factors. Work confirms that, neurobiologically, dyslexia is characterised by dysfunction of the normal left hemisphere language network and also implicates abnormal white matter development. Studies accounting for reading experience demonstrate that many recorded neural differences show causes rather than effects of dyslexia. Six predisposing candidate genes have been identified, and evidence shows gene by environment interaction.
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Affiliation(s)
- Robin L Peterson
- Department of Psychology, University of Denver, Denver, CO 80208, USA.
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23
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Wright CM, Conlon EG, Dyck M. Visual search deficits are independent of magnocellular deficits in dyslexia. ANNALS OF DYSLEXIA 2012; 62:53-69. [PMID: 22090158 DOI: 10.1007/s11881-011-0061-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2010] [Accepted: 10/06/2011] [Indexed: 05/31/2023]
Abstract
The aim of this study was to investigate the theory that visual magnocellular deficits seen in groups with dyslexia are linked to reading via the mechanisms of visual attention. Visual attention was measured with a serial search task and magnocellular function with a coherent motion task. A large group of children with dyslexia (n = 70) had slower serial search times than a control group of typical readers. However, the effect size was small (η(p)(2) = 0.05) indicating considerable overlap between the groups. When the dyslexia sample was split into those with or without a magnocellular deficit, there was no difference in visual search reaction time between either group and controls. The data suggest that magnocellular sensitivity and visual spatial attention weaknesses are independent of one another. They also provide more evidence of heterogeneity in response to psychophysical tasks in groups with dyslexia. Alternative explanations for poor performance on visual attention tasks are proposed along with avenues for future research.
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Affiliation(s)
- Craig M Wright
- Behavioural Basis of Health Research Group, Griffith Health Institute, Griffith University, Gold Coast, QLD, Australia.
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24
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Savill NJ, Thierry G. Electrophysiological evidence for impaired attentional engagement with phonologically acceptable misspellings in developmental dyslexia. Front Psychol 2011; 2:139. [PMID: 21734903 PMCID: PMC3124829 DOI: 10.3389/fpsyg.2011.00139] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2011] [Accepted: 06/09/2011] [Indexed: 11/13/2022] Open
Abstract
Event-related potential (ERP) studies of word recognition have provided fundamental insights into the time-course and stages of visual and auditory word form processing in reading. Here, we used ERPs to track the time-course of phonological processing in dyslexic adults and matched controls. Participants engaged in semantic judgments of visually presented high-cloze probability sentences ending either with (a) their best completion word, (b) a homophone of the best completion, (c) a pseudohomophone of the best completion, or (d) an unrelated word, to examine the interplay of phonological and orthographic processing in reading and the stage(s) of processing affected in developmental dyslexia. Early ERP peaks (N1, P2, N2) were modulated in amplitude similarly in the two groups of participants. However, dyslexic readers failed to show the P3a modulation seen in control participants for unexpected homophones and pseudohomophones (i.e., sentence completions that are acceptable phonologically but are misspelt). Furthermore, P3a amplitudes significantly correlated with reaction times in each experimental condition. Our results showed no sign of a deficit in accessing phonological representations during reading, since sentence primes yielded phonological priming effects that did not differ between participant groups in the early phases of processing. On the other hand, we report new evidence for a deficient attentional engagement with orthographically unexpected but phonologically expected words in dyslexia, irrespective of task focus on orthography or phonology. In our view, this result is consistent with deficiency in reading occurring from the point at which attention is oriented to phonological analysis, which may underlie broader difficulties in sublexical decoding.
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Affiliation(s)
| | - Guillaume Thierry
- School of Psychology, Bangor UniversityBangor, UK
- Economic and Social Research Council Centre for Research on Bilingualism in Theory and Practice, Bangor UniversityBangor, UK
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25
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Does a sensory processing deficit explain counting accuracy on rapid visual sequencing tasks in adults with and without dyslexia? Brain Cogn 2011; 76:197-205. [PMID: 21435770 DOI: 10.1016/j.bandc.2010.10.014] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2009] [Revised: 10/28/2010] [Accepted: 10/29/2010] [Indexed: 11/20/2022]
Abstract
The experiments conducted aimed to investigate whether reduced accuracy when counting stimuli presented in rapid temporal sequence in adults with dyslexia could be explained by a sensory processing deficit, a general slowing in processing speed or difficulties shifting attention between stimuli. To achieve these aims, the influence of the inter-stimulus interval (ISI), stimulus duration, and sequence length were evaluated in two experiments. In the first that used skilled readers only, significantly more errors were found with presentation of long sequences when the ISI or stimulus durations were short. Experiment 2 used a wider range of ISIs and stimulus durations. Compared to skilled readers, a group with dyslexia had reduced accuracy on two-stimulus sequences when the ISI was short, but not when the ISI was long. Although reduced accuracy was found on all short and long sequences by the group with dyslexia, when performance on two-stimulus sequences was used as an index of sensory processing efficiency and controlled, group differences were found with presentation of stimuli of short duration only. We concluded that continuous, repetitive stimulation to the same visual area can produce a capacity limitation on rapid counting tasks in all readers when the ISIs or stimulus durations are short. While reduced accuracy on rapid sequential counting tasks can be explained by a sensory processing deficit when the stimulus duration is long, slower processing speed in the group with dyslexia explains the greater inaccuracy found as sequence length is increased when the stimulus duration is short.
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26
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Behavioral performances in participants with phonological dyslexia and different patterns on the N170 component. Brain Cogn 2011; 75:91-100. [PMID: 21094575 DOI: 10.1016/j.bandc.2010.10.006] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2009] [Revised: 09/09/2010] [Accepted: 10/20/2010] [Indexed: 10/18/2022]
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27
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Ruffino M, Trussardi AN, Gori S, Finzi A, Giovagnoli S, Menghini D, Benassi M, Molteni M, Bolzani R, Vicari S, Facoetti A. Attentional engagement deficits in dyslexic children. Neuropsychologia 2010; 48:3793-801. [PMID: 20833191 DOI: 10.1016/j.neuropsychologia.2010.09.002] [Citation(s) in RCA: 68] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2010] [Revised: 08/29/2010] [Accepted: 09/03/2010] [Indexed: 11/25/2022]
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28
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McLean GM, Castles A, Coltheart V, Stuart GW. No evidence for a prolonged attentional blink in developmental dyslexia. Cortex 2010; 46:1317-29. [DOI: 10.1016/j.cortex.2010.06.010] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2008] [Revised: 05/14/2009] [Accepted: 10/14/2009] [Indexed: 10/19/2022]
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29
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Lallier M, Donnadieu S, Valdois S. Visual attentional blink in dyslexic children: Parameterizing the deficit. Vision Res 2010; 50:1855-61. [PMID: 20558194 DOI: 10.1016/j.visres.2010.06.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2009] [Revised: 05/12/2010] [Accepted: 06/08/2010] [Indexed: 11/18/2022]
Abstract
The parameters generated by a curve fitting method on the visual attentional blink (AB) of 14 dyslexic and 14 control children were compared. The two groups differed on AB minimum parameters, whereas both AB duration and AB amplitude parameters were the same. The results suggest that low AB minimum is associated with poor reading. Moreover, phonological awareness was found to correlate with visual AB parameters in the dyslexic group. Overall, the present study provides new methodological insights regarding the assessment of the AB and visual sequential processing in relation to reading disorders.
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Affiliation(s)
- Marie Lallier
- Laboratoire de Psychologie et Neuro-Cognition (UMR CNRS 5105), France.
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30
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Dubois M, Kyllingsbæk S, Prado C, Musca SC, Peiffer E, Lassus-Sangosse D, Valdois S. Fractionating the multi-character processing deficit in developmental dyslexia: Evidence from two case studies. Cortex 2010; 46:717-38. [PMID: 20116054 DOI: 10.1016/j.cortex.2009.11.002] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2007] [Revised: 11/13/2008] [Accepted: 10/26/2009] [Indexed: 11/25/2022]
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31
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Badcock NA, Hogben JH, Fletcher JF. Dyslexia and practice in the attentional blink: evidence of slower task learning in dyslexia. Cortex 2010; 47:494-500. [PMID: 20409539 DOI: 10.1016/j.cortex.2010.03.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2009] [Revised: 12/04/2009] [Accepted: 02/24/2010] [Indexed: 11/26/2022]
Abstract
In this paper we provide an extension to our previous investigation into dyslexia and the attentional blink (AB) (Badcock et al., 2008). The AB is a phenomenon of temporal attention whereby there is a performance cost in reporting a second target when it appears within 500msec of a first target. We examined performance differences between the first and second 90 trials in a single AB session in a group of adult readers as well as in 6 blocks of 30 trials for T1 only. Overall, there was a significant improvement across the session but most critically, this improvement was greater in magnitude and slower in the phonological dyslexic observers than in control observers. Therefore, group differences were related to rate of improvement. In line with a recent review of the literature, it is suggested that the overall performance difference between the groups relates to general performance factors and not the AB per se. Whether extended practice would entirely attenuate the group difference remains to be seen but it is suggested that the general performance difference relates to development of successful coordination of visual and temporal uncertainties in the distracter and target stimuli.
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Affiliation(s)
- Nicholas A Badcock
- Department of Experimental Psychology, University of Oxford, South Parks Road, Oxford, UK.
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32
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A case study of developmental phonological dyslexia: Is the attentional deficit in the perception of rapid stimuli sequences amodal? Cortex 2010; 46:231-41. [PMID: 19446803 DOI: 10.1016/j.cortex.2009.03.014] [Citation(s) in RCA: 59] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2008] [Revised: 12/29/2008] [Accepted: 03/26/2009] [Indexed: 11/23/2022]
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33
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Lallier M, Thierry G, Tainturier MJ, Donnadieu S, Peyrin C, Billard C, Valdois S. Auditory and visual stream segregation in children and adults: an assessment of the amodality assumption of the 'sluggish attentional shifting' theory of dyslexia. Brain Res 2009; 1302:132-47. [PMID: 19631618 DOI: 10.1016/j.brainres.2009.07.037] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2009] [Revised: 06/08/2009] [Accepted: 07/15/2009] [Indexed: 11/19/2022]
Abstract
Among the hypotheses relating dyslexia to a temporal processing disorder, Hari and Renvall (Hari, R., Renvall, H., 2001. Impaired processing of rapid stimulus sequences in dyslexia. Trends. Cognit. Sci. 5, 525-532.) argued that dyslexic individuals would show difficulties at an attentional level, through sluggish attentional shifting (SAS) in all sensory modalities. However, the amodality assumption of the SAS theory was never straightforwardly assessed in the same group of dyslexic participants using similar paradigms in both the visual and auditory modalities. Here, the attentional sequential performance of control and dyslexic participants was evaluated using rapid serial presentation paradigms measuring individual stream segregation thresholds in the two modalities. The first experiment conducted on French dyslexic children with a phonological disorder revealed an SAS only in the auditory modality only which was strongly related to reading performance. The second experiment carried out on British dyslexic young adults with a phonological disorder using the same auditory segregation task but a different visual paradigm revealed an SAS in both the visual and the auditory modalities. In addition, a relationship was found in this group between SAS, poor reading and poor phonological skills. Two further control experiments showed that differences in task design or participants' language between Experiments 1 and 2 could not account for the differences in terms of visual segregation patterns. Overall, our results support the view that the auditory SAS plays a role in developmental dyslexia via its impact on phonological abilities. In addition, a visual temporal disorder in dyslexia might emerge at a later developmental stage, when the visual system normally becomes more expert at rapid temporal processing.
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Affiliation(s)
- Marie Lallier
- Laboratoire de Psychologie et Neurocognition (UMR CNRS 5105), Grenoble, France
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34
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Sequential object recognition deficits in normal readers. Vision Res 2009; 49:96-101. [DOI: 10.1016/j.visres.2008.09.027] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2008] [Revised: 09/29/2008] [Accepted: 09/30/2008] [Indexed: 11/23/2022]
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35
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Pérez A, García L, Lage A, Leh SE, Valdés-Sosa M. Right impairment of temporal order judgements in dyslexic children. Laterality 2008; 13:545-60. [DOI: 10.1080/13576500802095790] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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36
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Buchholz J, Aimola Davies A. Adults with dyslexia demonstrate attentional orienting deficits. DYSLEXIA (CHICHESTER, ENGLAND) 2008; 14:247-270. [PMID: 18023001 DOI: 10.1002/dys.356] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Alerting, orienting and executive control of attention are investigated in five adult cases of dyslexia. In comparison with a control group, alerting and executive control were found to be generally intact for each case. Two spatial cueing tasks were employed. For the task requiring target detection, orienting difficulties were evident only in peripheral locations. While orienting attention to parafoveal stimuli was intact for this detection task, it was found to be impaired for the discrimination task. These results are discussed with respect to the methodological differences of the two tasks. It is suggested that the observed orienting deficit may be specific to adjusting the size of attentional focus in individuals with dyslexia, and that this could contribute to the reading difficulties observed.
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Affiliation(s)
- Judy Buchholz
- The School of Psychology, The Australian National University, Canberra, ACT, Australia.
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37
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Sluggish engagement and disengagement of non-spatial attention in dyslexic children. Cortex 2008; 44:1221-33. [PMID: 18761136 DOI: 10.1016/j.cortex.2007.10.007] [Citation(s) in RCA: 86] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2006] [Revised: 08/22/2007] [Accepted: 10/02/2007] [Indexed: 11/21/2022]
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38
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Badcock NA, Hogben JH, Fletcher JF. No differential attentional blink in dyslexia after controlling for baseline sensitivity. Vision Res 2008; 48:1497-502. [DOI: 10.1016/j.visres.2008.03.008] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2007] [Revised: 03/14/2008] [Accepted: 03/19/2008] [Indexed: 12/01/2022]
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