Selective Inhibition of Mirror Invariance for Letters Consolidated by Sleep Doubles Reading Fluency

Torres, Ana Raquel; Mota, Natália Bezerra; Adamy, Nery; Naschold, Angela; Lima, Thiago Z.; Copelli, Mauro; Weissheimer, Janaína; Pegado, Felipe; Ribeiro, Sidarta

doi:10.1016/j.cub.2021.01.082

Cited by 4 publications

(3 citation statements)

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“…Some dyslexic children have difficulty discriminating visually similar letters (or digits) in isolation (Corballis, 2018; Fernandes, Vale, Martins, Morais, & Kolinsky, 2014), which might affect letter/digit string processing independently of any simultaneous processing deficit. This control is critical when VAS tasks are administered to beginning readers who have not yet developed efficient letter recognition skills (Pegado et al, 2014; Torres et al, 2021). Note that studies that controlled for single character visual identification efficiency reported similar single letters and symbols processing in dyslexic and typical readers (matched for chronological age) (Dubois et al, 2010; Stefanac et al, 2019), suggesting that performance was specific to multielement processing.…”

Section: Is Vas Performance a Marker Of Visuo‐attentional Processing?mentioning

confidence: 99%

The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

Valdois

2022

Dyslexia

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The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention‐based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through a critical review of relevant behavioural and neurobiological findings. We first examine the plausibility of alternative verbal interpretations of VAS performance, evaluating whether performance on VAS tasks might reflect verbal short‐term memory, verbal coding or visual‐to‐verbal mapping skills. We then focus on the visual dimensions of VAS tasks to question whether VAS primarily reflects visuo‐attentional rather than more basic visual skills. Scrutiny of the available behavioural and neurobiological findings not only points to a deficit of visual attention in dyslexic individuals with impaired VAS but further suggests a selective endogenous attentional system deficit that relates to atypical functioning of the brain dorsal attentional network. The overview clarifies the debate on what is being measured through VAS tasks and provides insights on how to interpret the VAS deficit in developmental dyslexia.

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Section: Is Vas Performance a Marker Of Visuo‐attentional Processing?mentioning

confidence: 99%

The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

Valdois

2022

Dyslexia

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“…This raises an important point: Post-training naps may be particularly powerful for enhancing longer-term retention when they are combined with nocturnal sleep. It has been shown that when 6-7-year-olds napped soon after mirror discrimination training this led to significantly after gains in reading fluency than compared to not napping after training, even when performance was tested after nocturnal sleep (Torres et al, 2021). These results support the claim that the delay between training and sleep onset is a critical factor, particularly in younger learners (e.g., Backhaus et al, 2008;James et al, 2020;Walker et al, 2020), and crucially, that the protective effects of a nap may work in combination with nocturnal sleep, as a useful memory enhancer.…”

Section: Daytime Naps Play a Protective Role In Novel Word Learningmentioning

confidence: 99%

Do naps benefit novel word learning? Developmental differences and white matter correlates

Rijn

Gouws

Walker

et al. 2021

Preprint

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Behavioural and neuroimaging data suggest that memory representations of newly learned words undergo changes during nocturnal sleep, including improvements in explicit recall and lexical integration (i.e., after sleep, novel words compete with existing words during online word recognition). Some studies have revealed larger sleep-benefits in children relative to adults. However, whether daytime naps play a similar facilitatory role is unclear. We investigated the effect of a daytime nap (relative to wake) on explicit memory (recall/recognition) and lexical integration (lexical competition) of newly learned novel words in young adults and children aged 10-12 years, also exploring white matter correlates of the pre- and post-nap effects of word learning in the child group with diffusion weighted MRI. In both age groups, a nap maintained explicit memory of novel words and wake led to forgetting. However, there was an age group interaction when comparing change in recall over the nap: children showed a slight improvement whereas adults showed a slight decline. There was no evidence of lexical integration at any point. Although children spent proportionally more time in slow-wave sleep (SWS) than adults, neither SWS nor spindle parameters correlated with over-nap changes in word learning. For children, increased fractional anisotropy (FA) in the uncinate fasciculus and arcuate fasciculus were associated with the recognition of novel words immediately after learning, and FA in the right arcuate fasciculus was further associated with changes in recall of novel words over a nap, supporting the importance of these tracts in the word learning and consolidation process. These findings point to a protective role of naps in word learning, and emphasize the need to advance theories of word learning by better understanding both the active and passive roles that sleep plays in supporting vocabulary consolidation over development.

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“…In adults, however, sleep facilitates the integration of newly learned written words into the lexicon (Wang et al, 2017) and supports generalization to new written words (Tamminen et al, 2012). It also boosts reading fluency in children (Torres et al, 2021) and, combined with recent evidence that sleep is associated with verbal learning in children more generally (James et al, 2017; Knowland et al, 2021), there is a strong basis to predict that sleep may impact learning at the foundation of literacy.…”

Section: Introductionmentioning

confidence: 96%

Nap effects on preschool children’s learning of letter‐sound mappings

et al. 2022

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This study explored whether a daytime nap aids children's acquisition of letter‐sound knowledge, which is a fundamental component for learning to read. Thirty‐two preschool children in Sydney, Australia (Mage = 4 years;3 months) were taught letter‐sound mappings in two sessions: one followed by a nap and the other by a wakeful period. Learning was assessed by explicit letter‐sound mappings (“Which sound does this letter make?”) and knowledge generalization tasks (“Here's Tav and Cav, which one is /kav/?”). Results from the knowledge generalization task showed better performance after a nap than after wake. However, no nap benefit was found for explicit letter‐sound knowledge. This study provides initial evidence that naps could be beneficial for preschool children's learning of letter‐sound mappings.

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Selective Inhibition of Mirror Invariance for Letters Consolidated by Sleep Doubles Reading Fluency

Cited by 4 publications

References 0 publications

The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

Do naps benefit novel word learning? Developmental differences and white matter correlates

Nap effects on preschool children’s learning of letter‐sound mappings

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