Children with developmental dyslexia show an increased variable foreperiod effect

Kunchulia, Marina; Parkosadze, Khatuna; Lomidze, Nino; Tatishvili, Tamari; Thomaschke, Roland

doi:10.1080/20445911.2022.2060989

Cited by 2 publications

(2 citation statements)

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“…In reality, however, this requirement is unrealizable, since virtually every thinkable psychometric test will be affected by retesting, at least to some extent ( Lemay et al, 2004 ; Calamia et al, 2013 ; Scharfen et al, 2018a , b , c ; Soveri et al, 2018 ; Blotenberg and Schmidt-Atzert, 2019a , b ; Williams et al, 2022 ). Crucial to the evaluation of a test is whether retesting changes the psychometric properties, which is relevant in situations where retesting is unavoidable, such as in the study of sleep deprivation, memory, or some sort of patient studies ( Bratzke et al, 2009 , 2012 ; Strobach et al, 2012 ; Mattiesing et al, 2017 ; Kunchulia et al, 2022 ). The results of the present two experiments demonstrate that despite retesting yielding substantial practice gains, the interrelation of the performance measures remained stable throughout.…”

Section: Discussionmentioning

confidence: 99%

On doing multi-act arithmetic: A multitrait-multimethod approach of performance dimensions in integrated multitasking

et al. 2022

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Here we present a systematic plan to the experimental study of test–retest reliability in the multitasking domain, adopting the multitrait-multimethod (MTMM) approach to evaluate the psychometric properties of performance in Düker-type speeded multiple-act mental arithmetic. These form of tasks capacitate the experimental analysis of integrated multi-step processing by combining multiple mental operations in flexible ways in the service of the overarching goal of completing the task. A particular focus was on scoring methodology, particularly measures of response speed variability. To this end, we present data of two experiments with regard to (a) test–retest reliability, (b) between-measures correlational structure, (c) and stability (test–retest practice effects). Finally, we compared participants with high versus low performance variability to assess ability-related differences in measurement precision (typically used as proxy to “simulate” patient populations), which is especially relevant in the applied fields of clinical neuropsychology. The participants performed two classic integrated multi-act arithmetic tasks, combining addition and verification (Exp. 1) and addition and comparison (Exp. 2). The results revealed excellent test–retest reliability for the standard and the variability measures. The analysis of between-measures correlational structure revealed the typical pattern of convergent and discriminant relationships, and also, that absolute response speed variability was highly correlated with average speed (r > 0.85), indicating that these measures mainly deliver redundant information. In contrast, speed-adjusted (relativized) variability revealed discriminant validity being correlated to a much lesser degree with average speed, indicating that this measure delivers additional information not already provided by the speed measure. Furthermore, speed-adjusted variability was virtually unaffected by test–retest practice, which makes this measure interesting in situations with repeated testing.

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Section: Discussionmentioning

confidence: 99%

On doing multi-act arithmetic: A multitrait-multimethod approach of performance dimensions in integrated multitasking

et al. 2022

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“…However, this approach ignores the well-evidenced dependence of phonological skills on visual letter sequencing [10], and the evidence that, in individuals, their visual timing deficits predict their auditory ones [57]. Analogous arguments may apply to other such models [58,59].…”

Section: Is Developmental Dyslexia Multifactorial?mentioning

confidence: 99%

Theories about Developmental Dyslexia

Stein

2023

Brain Sciences

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Despite proving its usefulness for over a century, the concept of developmental dyslexia (DD) is currently in severe disarray because of the recent introduction of the phonological theory of its causation. Since mastering the phonological principle is essential for all reading, failure to do so cannot be used to distinguish DD from the many other causes of such failure. To overcome this problem, many new psychological, signal detection, and neurological theories have been introduced recently. All these new theories converge on the idea that DD is fundamentally caused by impaired signalling of the timing of the visual and auditory cues that are essential for reading. These are provided by large ‘magnocellular’ neurones which respond rapidly to sensory transients. The evidence for this conclusion is overwhelming. Especially convincing are intervention studies that have shown that improving magnocellular function improves dyslexic children’s reading, together with cohort studies that have demonstrated that the magnocellular timing deficit is present in infants who later become dyslexic, long before they begin learning to read. The converse of the magnocellular deficit in dyslexics may be that they gain parvocellular abundance. This may often impart the exceptional ‘holistic’ talents that have been ascribed to them and that society needs to nurture.

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Children with developmental dyslexia show an increased variable foreperiod effect

Cited by 2 publications

References 66 publications

On doing multi-act arithmetic: A multitrait-multimethod approach of performance dimensions in integrated multitasking

On doing multi-act arithmetic: A multitrait-multimethod approach of performance dimensions in integrated multitasking

Theories about Developmental Dyslexia

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