Impaired processing of rapid stimulus sequences in dyslexia

Hari, Riitta; Renvall, Hanna

doi:10.1016/s1364-6613(00)01801-5

Cited by 460 publications

(370 citation statements)

References 67 publications

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“…Overall, these findings point to a major role of attentional resource allocation on phonological processing. Such attentional deficit might relate to the sluggish attention shifting hypothesis proposed by Hari and Renvall [23]. Further research will determine whether phonological tasks with greater attentional demands allow differences between dyslexic and control adults to emerge, and more importantly, whether attentional demands also affect dyslexic individuals' performance in nonverbal tasks.…”

Section: Resultsmentioning

confidence: 90%

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Fosker

Thierry

2005

Cognitive Brain Research

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Section: Resultsmentioning

confidence: 90%

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Fosker

Thierry

2005

Cognitive Brain Research

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“…The precise nature and causal structure of the relationship between reading and sequential learning (see Hari & Renvall, 2001;Hedenius et al, 2013) remains to be elucidated and, accordingly, we recently conducted a longitudinal study that addressed this issue (Bogaerts et al, submitted). Verbal and visual Hebb repetition learning performance and reading skills were assessed in 96 children (including children at risk of dyslexia) whom we followed from the first through to the second grade of primary school.…”

Section: Discussionmentioning

confidence: 99%

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Bogaerts

Szmalec

Hachmann

et al. 2015

Research in Developmental Disabilities

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The present study investigated long-term serial-order learning impairments, operationalized as reduced Hebb repetition learning (HRL), in people with dyslexia. In a first multi-session experiment, we investigated both the persistence of a serial-order learning impairment as well as the long-term retention of serial-order representations, both in a group of Dutch-speaking adults with developmental dyslexia and in a matched control group. In a second experiment, we relied on the assumption that HRL mimics naturalistic word-form acquisition and we investigated the lexicalization of novel wordforms acquired through HRL. First, our results demonstrate that adults with dyslexia are fundamentally impaired in the long-term acquisition of serial-order information. Second, dyslexic and control participants show comparable retention of the long-term serial-order representations in memory over a period of one month. Third, the data suggest weaker lexicalization of newly acquired word-forms in the dyslexic group. We discuss the integration of these findings into current theoretical views of dyslexia.

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“…Our observations regarding cognitive performances of the participants with different patterns of perception and production of T2 and T5 further demonstrate that individual differences in speech processing may be determined by some higher level cognitive function, such as attention switching/shifting (Hari & Renvall, 2001;Lallier et al, 2010). Specifically, individuals' abilities to switch their attentional focus in the visual modality (measured with VE1 and VE2) can account for differences in behavioral discrimination sensitivity (d′).…”

Section: Discussionmentioning

confidence: 55%

Cognitive basis of individual differences in speech perception, production and representations: The role of domain general attentional switching

Law

2017

Atten Percept Psychophys

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This study investigated whether individual differences in cognitive functions, attentional abilities in particular, were associated with individual differences in the quality of phonological representations, resulting in variability in speech perception and production. To do so, we took advantage of a tone merging phenomenon in Cantonese, and identified three groups of typically developed speakers who could differentiate the two rising tones (high and low rising) in both perception and production [+Per+Pro], only in perception [+Per-Pro], or in neither modalities [-Per-Pro]. Perception and production were reflected, respectively, by discrimination sensitivity d′ and acoustic measures of pitch offset and rise time differences. Components of event-related potential (ERP)-the mismatch negativity (MMN) and the ERPs to amplitude rise time-were taken to reflect the representations of the acoustic cues of tones. Components of attention and working memory in the auditory and visual modalities were assessed with published test batteries. The results show that individual differences in both perception and production are linked to how listeners encode and represent the acoustic cues (pitch contour and rise time) as reflected by ERPs. The present study has advanced our knowledge from previous work by integrating measures of perception, production, attention, and those reflecting quality of representation, to offer a comprehensive account for the underlying cognitive factors of individual differences in speech processing. Particularly, it is proposed that domain-general attentional switching affects the quality of perceptual representations of the acoustic cues, giving rise to individual differences in perception and production.

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Impaired processing of rapid stimulus sequences in dyslexia

Cited by 460 publications

References 67 publications

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Cognitive basis of individual differences in speech perception, production and representations: The role of domain general attentional switching

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