Anchoring in 4- to 6-year-old children relates to predictors of reading

Banai, Karen; Yifat, Rachel

doi:10.1016/j.jecp.2012.04.008

Cited by 11 publications

(8 citation statements)

References 35 publications

(50 reference statements)

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“…Furthermore, these adaptation deficits were found in children with dyslexia early in their literacy development, suggesting that reduced sensitivity to the repetition of language stimuli is present even before reading skills have been extensively trained (Boets, 2014; Goswami, 2015). This parallels the observation that perceptual adaptation is related to preliteracy and language skills even before children begin to learn to read (Banai and Yifat, 2012). …”

Section: Discussionsupporting

confidence: 79%

“…Nevertheless, two-way relationships between neural and perceptual adaptation (Alain et al, 2007), perceptual adaptation and reading abilities (Ahissar et al, 2006; Banai and Yifat, 2012), and neural adaptation and reading impairment (present work) have now been repeatedly demonstrated, and confirmation of the three-way relationship among these three factors can be made in future studies.…”

Section: Discussionsupporting

confidence: 58%

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Dysfunction of Rapid Neural Adaptation in Dyslexia

Perrachione

Tufo

Winter

et al. 2016

Neuron

122

142

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Summary Identification of specific neurophysiological dysfunctions resulting in selective reading difficulty (dyslexia) has remained elusive. In addition to impaired reading development, individuals with dyslexia frequently exhibit behavioral deficits in perceptual adaptation. Here, we assessed neurophysiological adaptation to stimulus repetition in adults and children with dyslexia for a wide variety of stimuli – spoken words, written words, visual objects, and faces. For every stimulus type, individuals with dyslexia exhibited significantly diminished neural adaptation compared to controls in stimulus-specific cortical areas. Better reading skills in adults and children with dyslexia were associated with greater repetition-induced neural adaptation. These results highlight a dysfunction of rapid neural adaptation as a core neurophysiological difference in dyslexia that may underlie impaired reading development. Reduced neurophysiological adaptation may relate to prior reports of reduced behavioral adaptation in dyslexia, and may reveal a difference in brain functions that ultimately results in a specific reading impairment.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionsupporting

confidence: 58%

Dysfunction of Rapid Neural Adaptation in Dyslexia

Perrachione

Tufo

Winter

et al. 2016

Neuron

122

142

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“…A phonological memory task modeled after standard span tasks used in assessments of working memory (e.g., Digit Span) was used. This task was developed by Oganian and Ahissar (2012) and adapted for use in preschool children in a previous study in our lab (Banai & Yifat, 2012). In this task, syllables were read by the examiner in a rate of one per second under two conditions ("no repetition" and "with repetition").…”

Section: Phonological Memorymentioning

confidence: 99%

“…This task is known to yield strong positive context effects in children (Banai & Yifat, 2012;Banai & Yifat, 2016) and in adults (Oganian & Ahissar, 2012) and was included in this study only as a control condition. Had our experimental task yielded no repetition effects, data from this task would have been used to determine the presence or absence of context effects in the current sample of children.…”

Section: Phonological Memorymentioning

confidence: 99%

A role for incidental auditory learning in auditory-visual word learning among kindergarten children

et al. 2020

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This study focused on the potential role of incidental, auditory perceptual learning in among children learning new words. To this end, we examined how irrelevant auditory similarities across words, that provide no cues regarding their visual or conceptual attributes, influence pseudo-word learning in a name/picture matching paradigm. Two types of irrelevant auditory similarities were used: shared sequences of vowels or consonants. Learning word-to-picture associations in these two conditions was compared to a baseline condition in which items did not share either sequence. Kindergarten children readily learned items in all conditions, but auditory similarity interfered with learning (odds ratio, 1.12). Individual differences in reasoning and vocabulary did not account for the interference effect. These findings suggest that the sensory properties of words continue to influence language learning during the preschool years through rapid incidental learning, even if the effect is relatively small. Consistent with previous studies in the visual modality, we now suggest that incidental perceptual learning occurs in the auditory modality. Furthermore, the current findings suggest that this learning can interfere with word learning, highlighting the importance of the perceptual structure of words in real-world-like learning environments.

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“…Notably, the majority of studies on implicit procedural learning in people with dyslexia, including those cited earlier, have focused on dyslexia in terms of an abstract, rule-based, implicit knowledge based on experiences (Folia et al, 2008). The question thus remains as to whether people with dyslexia have a deficit only in abstract, rule-based, implicit knowledge settings (Banai & Yifat, 2012;Oganian & Ahissar, 2012) or a deficit also in basic perceptual learning of concrete skills. Perceptual learning is evidenced by an improvement of perceptual performance as a function of training (Gibson, 1969).…”

Section: Introductionmentioning

confidence: 99%

A Perceptual Learning Deficit in Chinese Developmental Dyslexia as Revealed by Visual Texture Discrimination Training

et al. 2014

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Learning to read involves discriminating between different written forms and establishing connections with phonology and semantics. This process may be partially built upon visual perceptual learning, during which the ability to process the attributes of visual stimuli progressively improves with practice. The present study investigated to what extent Chinese children with developmental dyslexia have deficits in perceptual learning by using a texture discrimination task, in which participants were asked to discriminate the orientation of target bars. Experiment l demonstrated that, when all of the participants started with the same initial stimulus-to-mask onset asynchrony (SOA) at 300 ms, the threshold SOA, adjusted according to response accuracy for reaching 80% accuracy, did not show a decrement over 5 days of training for children with dyslexia, whereas this threshold SOA steadily decreased over the training for the control group. Experiment 2 used an adaptive procedure to determine the threshold SOA for each participant during training. Results showed that both the group of dyslexia and the control group attained perceptual learning over the sessions in 5 days, although the threshold SOAs were significantly higher for the group of dyslexia than for the control group; moreover, over individual participants, the threshold SOA negatively correlated with their performance in Chinese character recognition. These findings suggest that deficits in visual perceptual processing and learning might, in part, underpin difficulty in reading Chinese.

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Anchoring in 4- to 6-year-old children relates to predictors of reading

Cited by 11 publications

References 35 publications

Dysfunction of Rapid Neural Adaptation in Dyslexia

Dysfunction of Rapid Neural Adaptation in Dyslexia

A role for incidental auditory learning in auditory-visual word learning among kindergarten children

A Perceptual Learning Deficit in Chinese Developmental Dyslexia as Revealed by Visual Texture Discrimination Training

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