1,721,253 research outputs found
Facilitation and inhibition mechanisms of human visuospatial attention in a non-search tesk
No full textDisturbi dell'attenzione visiva spaziale nella dislessia evolutiva: il ruolo del lobo parietale destro
No full textDevelopmental dyslexia is defined as a specific disorder of learning to read. Contrary to the view that it results exclusively from a specific deficit of phonological processing, recent studies have found an abnormal processing of visual information in dyslexia. The Magnocellular (M) theory of dyslexia suggests that the neural basis underlying such disorder is an impaired processing of fast temporal information. The present study investigated the spatial shifting of visual attention in 24 dyslexics and 13 normally reading children using a covert orienting paradigm. Results showed an asymmetrical orienting effect in dyslexics, whereas it was symmetrical in normal readers. These data might be interpreted in the framework of studies on M deficits in dyslexia, whereby the anomalous spatial distribution of visual attention might explain how the transient pathway functioning influences the reading process. Such visual field asymmetry suggests an impairment of the right parietal functions in dyslexic children
READING AND SELECTIVE SPATIAL ATTENTION: EVIDENCE FROM BEHAVIORAL STUDIES IN DYSLEXIC CHILDREN
No full textAsymmetrical visual fields distribution of attention in dyslexic children: a neuropsychological study
No full textAbnormal attentional masking in children with specific language impairment
No full textIn order to become a proficient user of language, infants must detect temporal cues embedded within
the noisy acoustic spectra of ongoing speech by rapid attentional engagement. According to the neuroconstructivist approach, a multi-sensory dysfunction of attentional engagement—hampering the rapid
temporal sampling of stimuli—might be responsible for language deficits typically shown in children
with Specific Language Impairment (SLI). In the present study, the efficiency of visual attentional
engagement was investigated in 22 children with SLI and 22 typically developing (TD) children
by measuring attentional masking (AM). AM refers to impaired identification of the first of two
sequentially presented masked objects (O1 and O2) in which the O1-O2 interval was manipulated.
Children with SLI showed a deeper AM and more sluggish AM recovery. Our results suggest that a multisensory engagement deficit—probably linked to a dysfunction of the right fronto-parietal attentional
network—might impair language development
Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia
No full textAbstractLearning to read is extremely difficult for about 10% of children across cultures because they are affected by developmental dyslexia (DD). According to the dominant view, DD is considered an auditory-phonological processing deficit. However, accumulating evidence from developmental and clinical vision science, suggests that the basic cross-modal letter-to-speech sound integration deficit in DD might arise from a mild atypical development of the magnocellular-dorsal pathway which also contains the main fronto-parietal attentional network. Letters have to be precisely selected from irrelevant and cluttering letters by rapid orienting of visual attention before the correct letter-to-speech sound integration applies. Our aim is to review the literature supporting a possible role of perceptual learning (PL) in helping to solve the puzzle called DD. PL is defined as improvement of perceptual skills with practice. Based on the previous literature showing how PL is able to selectively change visual abilities, we here propose to use PL to improve the impaired visual functions characterizing DD and, in particular, the visual deficits that could be developmentally related to an early magnocellular-dorsal pathway and selective attention dysfunction. The crucial visual attention deficits that are causally linked to DD could be, indeed, strongly reduced by training the magnocellular-dorsal pathway with the PL, and learning to read for children with DD would not be anymore such a difficult task. This new remediation approach – not involving any phonological or orthographic training – could be also used to develop new prevention programs for pre-reading children at DD risk
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