Dyslexic and control children were tested in a visuomotor attentional task, which provides independent measures of the alerting, orienting and conflict components of the attentional system. Our results show that dyslexics are impaired with respect to controls in the attentional conflict component (resolution of conflict of incongruent peripheral information), while the alerting and orienting components remain preserved. It excludes an overall attentional impairment and points to more specific attentional processing difficulty i.e. distributed attention strategy. Generally, results of dyslexic boys are within the range of the control group, while reaction times of dyslexic girls are significantly slower than that of all other groups.

BackgroundThis quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma), given that memory has an important impact on the child's academic achievement and personal development.MethodsWe had three groups: two clinical (eighteen subjects) and one control (twelve subjects). The learning types in these groups were assessed by two experimental tasks evaluating procedural-implicit and declarative memory. A Serial Reaction-Time Task was used to measure procedural sequence learning, and the Spanish version [1] of the California Verbal Learning Test-Children's Version- CVLT- [2] to measure declarative-explicit learning. The learning capacity was assessed considering only the blocks that represent learning, and were compared with MANOVA in clinical and normal subjects. The Raven, simple reaction-time, finger-tapping test, and grooved pegboard tests were used to assess the overall functioning of subjects. The results were compared with those from a control group of the same age, and with Spanish norm-referenced tools where availableResultsThe results indicate the absence of procedural-implicit learning in both clinical groups, whereas declarative-explicit learning is maintained in both groups.ConclusionThe clinical groups showed a conservation of declarative learning and a clear impairment of procedural learning. The results support the role of the cerebellum in the early phase of procedural learning.

Present study evaluates the changes and developmental trajectories of the attentional serial visual search and pre-attentional parallel search (pop-out) in situations in which a fast response is required. The hypothesis of present study are 1) that pre-attentional selection mechanisms develop before than serial attentional processes; 2) in the most difficult tasks, children prefer to adopt a non-responding strategy to an impulsive response patters; and 3) in speeded difficult discrimination tasks young children arrives to the criteria of correct performance in a broad temporal window. The results showed an inverse relationship between the age and the RTs and the different type of errors. For the present set of stimuli which produces an overcrowded scene and required a fast response, the behavioural trend of normal children is to the non-response pattern rather than to impulsive incorrect responses pattern. It can be suggested that young normal children present a broad temporal window to obtain the perceptual, motor and/or cognitive skills needed for responding adequately in a fast speeded discrimination task.Ministerio de Economía y Competitividad PSI2010- 1752

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