Sequential processing deficits of reading disabled persons is independent of inter-stimulus interval

Ram-Tsur, Ronit; Faust, Miriam; Zivotofsky, Ari Z.

doi:10.1016/j.visres.2006.07.001

Cited by 25 publications

(12 citation statements)

References 93 publications

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“…Based on the need for an adequate verbal working memory in order to read properly, several studies have examined working memory among dyslexic readers and have reported deficient verbal working memory in dyslexia (Banai & Ahissar, 2006;Brambati et al, 2006;Gathercole & Pickering, 2000;Jeffries & Everatt, 2004;Ram-Tsur et al, 2006. In the current study, the authors also found that the working memory of dyslexic readers, as measured by the backwards digit span task, was significantly poorer than that of normal readers.…”

Section: Discussionsupporting

confidence: 54%

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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Section: Discussionsupporting

confidence: 54%

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

Fostick¹,

Bar-El²,

Ram-Tsur³

2012

JPR

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“…It has been found that dyslexics are impaired in comparing dynamic visual stimuli (patches of flickering lines, flickering sinusoidal gratings) only when the stimuli are presented sequentially , one after the other, but not when they are presented simultaneously , next to one another (Ben-Yehudah & Ahissar, 2004; Ben-Yehudah, Sackett, Malchi-Ginzberg, & Ahissar, 2001; Ram-Tsur, Faust, & Zivotofsky, 2006; Ram-Tsur et al, 2008). We would argue that the sequential conditions of these tasks require a high level of temporal order encoding because one has to remember which one of a series of repeated displays was presented last.…”

Section: Discussionmentioning

confidence: 99%

Encoding order and developmental dyslexia: A family of skills predicting different orthographic components

Romani

Tsouknida

Olson

2015

Quarterly Journal of Experimental Psychology

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We investigated order encoding in developmental dyslexia using a task that presented nonalphanumeric visual characters either simultaneously or sequentially—to tap spatial and temporal order encoding, respectively—and asked participants to reproduce their order. Dyslexic participants performed poorly in the sequential condition, but normally in the simultaneous condition, except for positions most susceptible to interference. These results are novel in demonstrating a selective difficulty with temporal order encoding in a dyslexic group. We also tested the associations between our order reconstruction tasks and: (a) lexical learning and phonological tasks; and (b) different reading and spelling tasks. Correlations were extensive when the whole group of participants was considered together. When dyslexics and controls were considered separately, different patterns of association emerged between orthographic tasks on the one side and tasks tapping order encoding, phonological processing, and written learning on the other. These results indicate that different skills support different aspects of orthographic processing and are impaired to different degrees in individuals with dyslexia. Therefore, developmental dyslexia is not caused by a single impairment, but by a family of deficits loosely related to difficulties with order. Understanding the contribution of these different deficits will be crucial to deepen our understanding of this disorder.

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“…In these cases, deficits were observed when stimuli were presented sequentially but not when they were presented simultaneously/spatially (Ben-Yehudah, Sackett, Malchi-Ginzberg & Ahissar, 2001;Conlon, Sanders & Zapart, 2004;Eden, Stein, Wood & Wood, 1995;Ram-Tsur, Faust & Zivotofsky, 2006). 1 In the study by Eden et al (1995), children's reading performance correlated with performance of a dot counting task when the dots appeared in succession at any point on the screen (0.40) but not when all the dots appeared simultaneously in an analogous spatial task.…”

Section: Discussionmentioning

confidence: 99%

Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing

et al. 2010

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Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling abilities. The absence of other high level cognitive deficits in the dyslexic population has led some authors to propose that non-strategical processes like implicit learning could be impaired in this population. Most studies have addressed this issue by using sequence learning tasks, but so far the results have not been conclusive. We test this hypothesis by comparing the performance of dyslexic children and good readers in both implicit and explicit versions of the sequence learning task, as well as in another implicit learning task not involving sequential information. The results showed that dyslexic children failed to learn the sequence when they were not informed about its presence (implicit condition). In contrast, they learned without significant differences in relation to the good readers group when they were encouraged to discover the sequence and to use it in order to improve their performance (explicit condition). Moreover, we observed that this implicit learning deficit was not extended to other forms of non-sequential, implicit learning such as contextual cueing. In this case, both groups showed similar implicit learning about the information provided by the visual context. These results help to clarify previous contradictory data, and they are discussed in relation to how the implicit sequence learning deficit could contribute to the understanding of dyslexia.

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Sequential processing deficits of reading disabled persons is independent of inter-stimulus interval

Cited by 25 publications

References 93 publications

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

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

Encoding order and developmental dyslexia: A family of skills predicting different orthographic components

Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing

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