The Effect of Learning on Feedback-Related Potentials in Adolescents with Dyslexia: An EEG-ERP Study

Abstract

IntroductionIndividuals with dyslexia exhibit associated learning deficits and impaired executive functions. The Wisconsin Card Sorting Test (WCST) is a learning-based task that relies heavily on executive functioning, in particular, attention shift and working memory. Performance during early and late phases of a series within the task represents learning and implementation of a newly learned rule. Here, we aimed to examine two event-related potentials associated with learning, feedback-related negativity (FRN)-P300 complex, in individuals with dyslexia performing the WCST.MethodsAdolescents with dyslexia and age-matched typical readers performed the Madrid card sorting test (MCST), a computerized version of the WCST. Task performance, reading measures, and cognitive measures were collected. FRN and the P300 complex were acquired using the event-related potentials methodology and were compared in early vs late errors within a series.ResultsWhile performing the MCST, both groups showed a significant reduction in average reaction times and a trend toward decreased error rates. Typical readers performed consistently better than individuals with dyslexia. FRN amplitudes in early phases were significantly smaller in dyslexic readers, but were essentially equivalent to typical readers in the late phase. P300 amplitudes were initially smaller among readers with dyslexia and tended to decrease further in late phases. Differences in FRN amplitudes for early vs late phases were positively correlated with those of P300 amplitudes in the entire sample.ConclusionIndividuals with dyslexia demonstrate a behavioral and electrophysiological change within single series of the MCST. However, learning patterns seem to differ between individuals with dyslexia and typical readers. We attribute these differences to the lower baseline performance of individuals with dyslexia. We suggest that these changes represent a fast compensatory mechanism, demonstrating the importance of learning strategies on reading among individuals with dyslexia.

A Comparison of the Effectiveness of Neurofeedback (NFB) Training Method and Fernald’s Multisensory Approach on Dictation Performance among Students Suffering from Dictation Disorder (Dysgraphia)

“…This finding was in accord with Walker [21]. Neurofeedback training method also plays an important role in mitigating Dyslexia disorder [22][23][24][25] and improving short-term memory [26]. There are several factors that affect how successfully student may deal with dictation task.…”

A Comparison of the Effectiveness of Neurofeedback (NFB) Training Method and Fernald’s Multisensory Approach on Dictation Performance among Students Suffering from Dictation Disorder (Dysgraphia)

“…This finding was in accord with Walker [21]. Neurofeedback training method also plays an important role in mitigating Dyslexia disorder [22][23][24][25] and improving short-term memory [26]. There are several factors that affect how successfully student may deal with dictation task.…”

Probability learning and feedback processing in dyslexia: A performance and heart rate analysis

“…Moreover, the intervention strengthened the connectivity between the left fusiform area, involved in the processing of word print, and the right anterior cingulate cortex, the putative source of the error‐related negativity. In a final study, this group focused on feedback processing in individuals with dyslexia (Kraus & Horowitz‐Kraus, ). In a computerized version of a Wisconsin card sorting task, dyslexic readers showed lower amplitudes of the feedback‐related negativity relative to typical readers but only during the early but not later stages of the task.…”