Neural correlates of working memory performance in adolescents and young adults with dyslexia

Vasić, Nenad; Lohr, Christina; Steinbrink, Claudia; Martín, Claudia; Wolf, Robert Christian

doi:10.1016/j.neuropsychologia.2007.09.002

Cited by 47 publications

(37 citation statements)

References 42 publications

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“…They found activations in the right-hemisphere homologs of Wernicke's and Broca's areas as a function of task demand, implicating a role of these right-hemispheric areas at least for more complex and demanding speech functions. Vasic et al [50] investigated adolescent and young adult patients with dyslexia in a verbal WM task requiring letter manipulation. Besides manifest performance deficits in the WM task with highest load, dyslexic subjects showed increased activation relative to controls in the left prefrontal cortex, Broca's area and its homolog in the right hemisphere.…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in Verbal and Visuospatial Working Memory Performance and Networks

Zilles¹,

Lewandowski

Vieker

et al. 2016

Neuropsychobiology

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Background: Working memory (WM) has been a matter of intensive basic and clinical research for some decades now. The investigation of WM function and dysfunction may facilitate the understanding of both physiological and pathological processes in the human brain. Though WM paradigms are widely used in neuroscientific and psychiatric research, conclusive knowledge about potential moderating variables such as gender is still missing. Methods: We used functional magnetic resonance imaging to investigate the effects of gender on verbal and visuospatial WM maintenance tasks in a large and homogeneous sample of young healthy subjects. Results: We found significant gender effects on both the behavioral and neurofunctional level. Females exhibited disadvantages with a small effect size in both WM domains accompanied by stronger activations in a set of brain regions (including bilateral substantia nigra/ventral tegmental area and right Broca's area) independent of WM modality. As load and task difficulty effects have been shown for some of these regions, the stronger activations may reflect a slightly lower capacity of both WM domains in females. Males showed stronger bilateral intraparietal activations next to the precuneus which were specific for the visuospatial WM task. Activity in this specific region may be associated with visuospatial short-term memory capacity. Conclusion: These findings provide evidence for a slightly lower capacity in both WM modalities in females.

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Section: Discussionmentioning

confidence: 99%

Gender Differences in Verbal and Visuospatial Working Memory Performance and Networks

Zilles¹,

Lewandowski

Vieker

et al. 2016

Neuropsychobiology

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“…Brosnan et al (2002) showed that dyslexic readers had less activation than normal readers in pre-frontal regions, while performing tasks that are considered to be dependent on pre-frontal processes. Vasic et al (2008) suggested that hyper activation in other regions (for example, inferior frontal regions) may be caused by an attempt to compensate for the decrease in other regions (for example, left parieto-temporal and occipito-temporal regions). In summary, when there does not seem to be any consistency among the various studies, as to the specific brain regions involved in reading by normal readers and by dyslexic readers, all of the studies appear to conclude that the two populations use different brain regions to perform reading-based tasks.…”

Section: Discussionmentioning

confidence: 99%

Auditory Temporal Processing and Working Memory: Two Independent Deficits for Dyslexia

Fostick¹,

Bar-El²,

Ram-Tsur³

2012

JPR

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Dyslexia is a neuro-cognitive disorder with a strong genetic basis, characterized by a difficulty in acquiring reading skills. Several hypotheses have been suggested in an attempt to explain the origin of dyslexia, among which some have suggested that dyslexic readers might have a deficit in auditory temporal processing, while others hypothesized that dyslexia origins from a deficit in working memory. The current study was designed to test whether working memory and/or auditory temporal processing can predict reading ability in normal and dyslexic readers. Fifty-three adults were diagnosed with phonological dyslexia and 46 normal reading adults were tested on reading regular words, auditory temporal order judgment, and backward digit span. The results are that: For dyslexic readers, both auditory temporal processing and working memory are correlated with reading, even after controlling for their covariance. However, no correlation between reading measures, temporal processing and working memory are found for normal readers. The conclusions are that: (1) Both auditory temporal processing and working memory are significantly involved in reading among dyslexic readers; and (2) Dyslexic readers might use more different reading strategies than normal readers do, who apparently are not involved in auditory temporal processing and working memory while reading.

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“…According to various scientific studies and research, these two important cognitive components are among the most important affected cognitive components in dyslexia [14,20]. Furthermore, the information processing theory is considered as one of the most authentic theories in this field [29]. Moreover, rapid naming task, was included to customize the program for dyslexia, which separates it from the other neuro-developmental disorders, especially from other learning disabilities [21].…”

Section: Discussionmentioning

confidence: 99%

Designing a Computerized Neuro-Cognitive Program for Early Diagnosing Children at Risk for Dyslexia

Delavarian

Afrooz

Towhidkhah

et al. 2017

IRJ

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Objectives:The aim of this research is to design a neuro-cognitive program, based on dysfunctions and alterations of some neural circuits in dyslexics. The visual and auditory working memories in pre-schoolers were evaluated with this program in order to early screening for dyslexia. Methods:This study is a longitudinal descriptive research. A total of 259 randomly selected pre-schoolers, with an average age of 6 years, participated in the study and the unskilled data of these students were gathered. These subjects were followed for two years. Thereafter, the remaining subjects were assessed accurately for dyslexia using different reading diagnostic tests. Then, the preschool unskilled data and the diagnosis were applied to automate the designed program. The program was designed in a game format and consisted of separate tasks measuring visual and auditory working memories and rapid naming.Results: From the calculation of content validity rate as the first step of content validity process, 3 out of 5 components, including visual and auditory working memories, and rapid naming were selected. The process and the results of content validity showed that the designed program has an appropriate and acceptable level of content validity. The amount of reliability of the program for visual and auditory working memories, and rapid naming were obtained as 0.89, 0.92 and 0.88, respectively. Moreover, the discriminative validity for auditory and visual working memories and rapid naming, between children with dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) (a disorder having high similarity with dyslexia) and normal ones were obtained as 0.87, 0.67 and 0.8, respectively. It is worthy to say that the prediction accuracy of this neuro-cognitive program for dyslexia achieved 90.65%. Discussion:This program has an acceptable validity and reliability. It could be useful as an accurate assessment tool in predicting dyslexia before the occurrence of psychological scars and can be used as a quick screening tool for children at risk for dyslexia.

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Neural correlates of working memory performance in adolescents and young adults with dyslexia

Cited by 47 publications

References 42 publications

Gender Differences in Verbal and Visuospatial Working Memory Performance and Networks

Gender Differences in Verbal and Visuospatial Working Memory Performance and Networks

Auditory Temporal Processing and Working Memory: Two Independent Deficits for Dyslexia

Designing a Computerized Neuro-Cognitive Program for Early Diagnosing Children at Risk for Dyslexia

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