The impact of phonological relatedness on semantic congruency judgements in readers with dyslexia: Evidence from behavioural judgements, event related potentials and pupillometry

Egan, Ciara; Payne, Joshua; Jones, Manon W.

doi:10.1016/j.neuropsychologia.2023.108548

Cited by 3 publications

(4 citation statements)

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“…One article relied on embodiment theory to show whether there is a significant pupillary response when processing words whose meaning is associated with a higher or lower level of brightness ( Mathôt et al, 2017 ). Five additional articles examined the behavior of the pupillary response when establishing congruence or association judgments between pairs of words with specific semantic and orthographic features ( Geller et al, 2019 ; Egan et al, 2020 ; Reilly et al, 2020 ; Egan et al, 2023 ; Haro et al, 2023 ). Another study (1) examined pupillary response sensitivity to determine whether the semantic priming effect is present in children under 24 months of age ( Angulo-Chavira and Arias-Trejo, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…According to the authors, alliteration, as measured by ERP and pupillometry, can influence semantic processing by supporting concept activation during comprehension errors. The same authors ( Egan et al, 2023 ) evaluated the sensitivity of pupillometry to measure the influence of phonological relatedness on semantic congruence judgments in readers with dyslexia. 38 participants with (19) and without dyslexia (19) were asked to semantically process orthogonally manipulated word pairs for semantic congruence and alliteration (phonological form).…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, like the “more traditional” studies, the evaluated populations were preferably young university students with normal cognition, vision, and hearing. This situation varied when the object of study involved specific age groups or clinical conditions ( n = 19 persons with dyslexia, Egan et al, 2023 ; n = 27 children under 24 months, Angulo-Chavira and Arias-Trejo, 2021 ; n = 24 patients with bvFTD, El Haj et al, 2024 ). Given the benefits of pupillometry (i.e., a non-invasive, objective, and free of conscious responses), sample sizes and types of participants observed in the studies reviewed, it is possible to assume that this technique could be applied in any population, particularly to individuals with complex motor, behavioral, or cognitive control, such as very young children ( Hepach et al, 2019 ), older people and individuals with neurodegenerative diseases ( El Haj et al, 2022 , 2024 ).…”

Section: Discussionmentioning

confidence: 99%

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Applicability and usefulness of pupillometry in the study of lexical access. A scoping review of primary research

Rojas,

Vega-Rodríguez,

Lagos

et al. 2024

Front. Psychol.

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Pupil dilation has been associated with the effort required to perform various cognitive tasks. At the lexical level, some studies suggest that this neurophysiological measure would provide objective, real-time information during word processing and lexical access. However, due to the scarcity and incipient advancement of this line of research, its applicability, use, and sensitivity are not entirely clear. This scoping review aims to determine the applicability and usefulness of pupillometry in the study of lexical access by providing an up-to-date overview of research in this area. Following the PRISMA protocol, 16 articles were included in this review. The results show that pupillometry is a highly applicable, useful, and sensitive method for assessing lexical skills of word recognition, word retrieval, and semantic activation. Moreover, it easily fits into traditional research paradigms and methods in the field. Because it is a non-invasive, objective, and automated procedure, it can be applied to any population or age group. However, the emerging development of this specific area of research and the methodological diversity observed in the included studies do not yet allow for definitive conclusions in this area, which in turn does not allow for meta-analyses or fully conclusive statements about what the pupil response actually reflects when processing words. Standardized pupillary recording and analysis methods need to be defined to generate more accurate, replicable research designs with more reliable results to strengthen this line of research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Applicability and usefulness of pupillometry in the study of lexical access. A scoping review of primary research

Rojas,

Vega-Rodríguez,

Lagos

et al. 2024

Front. Psychol.

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“…The earliest signs of differences between PDs and healthy control subjects (HCs) during word reading were seen in the pre-lexical stage, approximately around 150 ms to 250 ms poststimulus onset [21,84], usually indexed by N170 ERP component [21,40,56,[84][85][86][87][88][89], in lexical stage around 250 to 600 ms and indexed by N320 [40,56] component and N400 [64,[90][91][92] activated by repetition tasks or grapheme to phoneme conversion mechanisms. Differences in the post-lexical stage between PDs and HCs were seen approximately after the 500 ms to 1000 ms post-stimulus onset indexed by P600 ERP component [53,91,93,94] or late positive complex (LPC) [91,95] engaged during the repetition of words/pseudo words and articulatory processes.…”

Section: Introductionmentioning

confidence: 99%

Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

Perkušić Čović,

Vujović,

Šoda

et al. 2024

Bioengineering

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The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult PDs are compared with adult healthy controls HCs. Comparisons are made in three phases: pre-lexical (150–260 ms), lexical (280–700 ms), and post-lexical stage of processing (750–1000 ms) time window. Twelve PDs and HCs performed overt reading and naming tasks under EEG recording. The word reading and naming task consisted of sparse neighborhoods with closed phonemic onset (words/objects sharing the same onset). For the analysis of the mean ERP amplitude for pre-lexical, lexical, and post-lexical time window, a mixed design ANOVA was performed with the right (F4, FC2, FC6, C4, T8, CP2, CP6, P4) and left (F3, FC5, FC1, T7, C3, CP5, CP1, P7, P3) electrode sites, within-subject factors and group (PD vs. HC) as between-subject factor. Behavioral response latency results revealed significantly prolonged reading latency between HCs and PDs, while no difference was detected in naming response latency. ERP differences were found between PDs and HCs in the right hemisphere’s pre-lexical time window (160–200 ms) for word reading aloud. For visual object naming aloud, ERP differences were found between PDs and HCs in the right hemisphere’s post-lexical time window (900–1000 ms). The present study demonstrated different distributions of the electric field at the scalp in specific time windows between two groups in the right hemisphere in both word reading and visual object naming aloud, suggesting alternative processing strategies in adult PDs. These results indirectly support the view that adult PDs in shallow language orthography probably rely on the grapho-phonological route during overt word reading and have difficulties with phoneme and word retrieval during overt visual object naming in adulthood.

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Using Eye-Tracking to Assess Dyslexia: A Systematic Review of Emerging Evidence

Toki

2024

Education Sciences

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Reading is a complex skill that requires accurate word recognition, fluent decoding, and effective comprehension. Children with dyslexia often face challenges in these areas, resulting in ongoing reading difficulties. This study systematically reviews the use of eye-tracking technology to assess dyslexia, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. The review identifies the specific types of eye-tracking technologies used, examines the cognitive and behavioral abilities assessed (such as reading fluency and attention), and evaluates the primary purposes of these evaluations—screening, assessment, and diagnosis. This study explores key questions, including how eye-tracking outcomes guide intervention strategies and influence educational practices, and assesses the practicality and time efficiency of these evaluations in real-world settings. Furthermore, it considers whether eye-tracking provides a holistic developmental profile or a targeted analysis of specific skills and evaluates the generalizability of eye-tracking results across diverse populations. Gaps in the literature are highlighted, with recommendations proposed to improve eye-tracking’s precision and applicability for early dyslexia intervention. The findings underscore the potential of eye-tracking to enhance diagnostic accuracy through metrics such as fixation counts, saccadic patterns, and processing speed, key indicators that distinguish dyslexic from typical reading behaviors. Additionally, studies show that integrating machine learning with eye-tracking data can enhance classification accuracy, suggesting promising applications for scalable, early dyslexia screening in educational settings. This review provides new insights into the value of eye-tracking technology in identifying dyslexia, emphasizing the need for further research to refine these methods and support their adoption in classrooms and clinics.

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The impact of phonological relatedness on semantic congruency judgements in readers with dyslexia: Evidence from behavioural judgements, event related potentials and pupillometry

Cited by 3 publications

References 50 publications

Applicability and usefulness of pupillometry in the study of lexical access. A scoping review of primary research

Applicability and usefulness of pupillometry in the study of lexical access. A scoping review of primary research

Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

Using Eye-Tracking to Assess Dyslexia: A Systematic Review of Emerging Evidence

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