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Lochy A, Rossion B, Lambon Ralph M, Volfart A, Hauk O, Schiltz C. Linguistic and attentional factors - Not statistical regularities - Contribute to word-selective neural responses with FPVS-oddball paradigms. Cortex 2024; 173:339-354. [PMID: 38479348 PMCID: PMC10988773 DOI: 10.1016/j.cortex.2024.01.007] [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: 09/12/2023] [Revised: 11/30/2023] [Accepted: 01/29/2024] [Indexed: 03/27/2024]
Abstract
Studies using frequency-tagging in electroencephalography (EEG) have dramatically increased in the past 10 years, in a variety of domains and populations. Here we used Fast Periodic Visual Stimulation (FPVS) combined with an oddball design to explore visual word recognition. Given the paradigm's high sensitivity, it is crucial for future basic research and clinical application to prove its robustness across variations of designs, stimulus types and tasks. This paradigm uses periodicity of brain responses to measure discrimination between two experimentally defined categories of stimuli presented periodically. EEG was recorded in 22 adults who viewed words inserted every 5 stimuli (at 2 Hz) within base stimuli presented at 10 Hz. Using two discrimination levels (deviant words among nonwords or pseudowords), we assessed the impact of relative frequency of item repetition (set size or item repetition controlled for deviant versus base stimuli), and of the orthogonal task (focused or deployed spatial attention). Word-selective occipito-temporal responses were robust at the individual level (significant in 95% of participants), left-lateralized, larger for the prelexical (nonwords) than lexical (pseudowords) contrast, and stronger with a deployed spatial attention task as compared to the typically used focused task. Importantly, amplitudes were not affected by item repetition. These results help understanding the factors influencing word-selective EEG responses and support the validity of FPVS-EEG oddball paradigms, as they confirm that word-selective responses are linguistic. Second, they show its robustness against design-related factors that could induce statistical (ir)regularities in item rate. They also confirm its high individual sensitivity and demonstrate how it can be optimized, using a deployed rather than focused attention task, to measure implicit word recognition processes in typical and atypical populations.
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Affiliation(s)
- Aliette Lochy
- Institute of Cognitive Science and Assessment, University of Luxembourg, Esch-sur-Alzette, Luxembourg; Psychological Science Institute (IPSY), UCLouvain, Louvain-La-Neuve, Belgium.
| | - Bruno Rossion
- Université de Lorraine, CNRS, Nancy, France; CHRU-Nancy, Service de Neurologie, Nancy, France
| | | | - Angélique Volfart
- School of Psychology and Counselling, Faculty of Health, Queensland University of Technology, Australia
| | - Olaf Hauk
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK
| | - Christine Schiltz
- Institute of Cognitive Science and Assessment, University of Luxembourg, Esch-sur-Alzette, Luxembourg
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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.
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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
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Vin R, Blauch NM, Plaut DC, Behrmann M. Visual word processing engages a hierarchical, distributed, and bilateral cortical network. iScience 2024; 27:108809. [PMID: 38303718 PMCID: PMC10831251 DOI: 10.1016/j.isci.2024.108809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 12/20/2023] [Accepted: 01/02/2024] [Indexed: 02/03/2024] Open
Abstract
Although the Visual Word Form Area (VWFA) in left temporal cortex is considered the pre-eminent region in visual word processing, other regions are also implicated. We examined the entire text-selective circuit, using functional MRI. Ten regions of interest (ROIs) per hemisphere were defined, which, based on clustering, grouped into early vision, high-level vision, and language clusters. We analyzed the responses of the ROIs and clusters to words, inverted words, and consonant strings using univariate, multivariate, and functional connectivity measures. Bilateral modulation by stimulus condition was evident, with a stronger effect in left hemisphere regions. Last, using graph theory, we observed that the VWFA was equivalently connected with early visual and language clusters in both hemispheres, reflecting its role as a mediator in the circuit. Although the individual ROIs and clusters bilaterally were flexibly altered by the nature of the input, stability held at the level of global circuit connectivity, reflecting the complex hierarchical distributed system serving visual text perception.
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Affiliation(s)
- Raina Vin
- Neuroscience Institute, Carnegie Mellon University, Pittsburgh, PA 15213, USA
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA
- Interdepartmental Neuroscience Program, Yale University, New Haven, CT 06520, USA
| | - Nicholas M. Blauch
- Neuroscience Institute, Carnegie Mellon University, Pittsburgh, PA 15213, USA
- Program in Neural Computation, Carnegie Mellon University, Pittsburgh, PA 15213, USA
| | - David C. Plaut
- Neuroscience Institute, Carnegie Mellon University, Pittsburgh, PA 15213, USA
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA
| | - Marlene Behrmann
- Neuroscience Institute, Carnegie Mellon University, Pittsburgh, PA 15213, USA
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA
- Department of Ophthalmology, University of Pittsburgh, Pittsburgh, PA 15219, USA
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Wolf M, Gotlieb RJM, Kim SA, Pedroza V, Rhinehart LV, Tempini MLG, Sears S. Towards a dynamic, comprehensive conceptualization of dyslexia. ANNALS OF DYSLEXIA 2024:10.1007/s11881-023-00297-1. [PMID: 38217783 DOI: 10.1007/s11881-023-00297-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Accepted: 12/19/2023] [Indexed: 01/15/2024]
Abstract
Here we build from the central strength of the existing definition of dyslexia-its emphasis on neurobiological origins-and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.
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Affiliation(s)
- Maryanne Wolf
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA.
| | - Rebecca J M Gotlieb
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | - Sohyun An Kim
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | - Veronica Pedroza
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | - Laura V Rhinehart
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | | | - Sue Sears
- Michael D. Eisner College of Education, California State University, Northridge, USA
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Franceschini S, Bertoni S, Puccio G, Gori S, Termine C, Facoetti A. Visuo-spatial attention deficit in children with reading difficulties. Sci Rep 2022; 12:13930. [PMID: 35978017 PMCID: PMC9385647 DOI: 10.1038/s41598-022-16646-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 07/13/2022] [Indexed: 11/09/2022] Open
Abstract
Although developmental reading disorders (developmental dyslexia) have been mainly associated with auditory-phonological deficits, recent longitudinal and training studies have shown a possible causal role of visuo-attentional skills in reading acquisition. Indeed, visuo-attentional mechanisms could be involved in the orthographic processing of the letter string and the graphemic parsing that precede the grapheme-to-phoneme mapping. Here, we used a simple paper-and-pencil task composed of three labyrinths to measure visuo-spatial attention in a large sample of primary school children (n = 398). In comparison to visual search tasks requiring visual working memory, our labyrinth task mainly measures distributed and focused visuo-spatial attention, also controlling for sensorimotor learning. Compared to typical readers (n = 340), children with reading difficulties (n = 58) showed clear visuo-spatial attention impairments that appear not linked to motor coordination and procedural learning skills implicated in this paper and pencil task. Since visual attention is dysfunctional in about 40% of the children with reading difficulties, an efficient reading remediation program should integrate both auditory-phonological and visuo-attentional interventions.
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Affiliation(s)
- Sandro Franceschini
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Via Venezia 8, 35131, Padua, Italy. .,Child Neuropsychiatry Unit, Department of Medicine and Surgery, University of Insubria, Varese, Italy.
| | - Sara Bertoni
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Via Venezia 8, 35131, Padua, Italy.,Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy
| | - Giovanna Puccio
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Via Venezia 8, 35131, Padua, Italy
| | - Simone Gori
- Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy
| | - Cristiano Termine
- Child Neuropsychiatry Unit, Department of Medicine and Surgery, University of Insubria, Varese, Italy
| | - Andrea Facoetti
- Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Via Venezia 8, 35131, Padua, Italy.
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