Multisensory integration and attention in developmental dyslexia
Summary Developmental dyslexia affects 5%-10% of the population [1], resulting in poor spelling and reading skills. While there are well-documented differences in the way dyslexics process low-level visual [2, 3] and auditory [4, 5] stimuli, it is mostly unknown whether there are similar differences...
| Main Authors: | , , , , , |
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| Format: | Journal article |
| Language: | English |
| Published: |
2014
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| _version_ | 1797084262483099648 |
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| author | Harrar, V Tammam, J Pérez-Bellido, A Pitt, A Stein, J Spence, C |
| author_facet | Harrar, V Tammam, J Pérez-Bellido, A Pitt, A Stein, J Spence, C |
| author_sort | Harrar, V |
| collection | OXFORD |
| description | Summary Developmental dyslexia affects 5%-10% of the population [1], resulting in poor spelling and reading skills. While there are well-documented differences in the way dyslexics process low-level visual [2, 3] and auditory [4, 5] stimuli, it is mostly unknown whether there are similar differences in audiovisual multisensory processes. Here, we investigated audiovisual integration using the redundant target effect (RTE) paradigm. Some conditions demonstrating audiovisual integration appear to depend upon magnocellular pathways [6], and dyslexia has been associated with deficits in this pathway [7]; so, we postulated that developmental dyslexics ("dyslexics" hereafter) would show differences in audiovisual integration compared with controls. Reaction times (RTs) to multisensory stimuli were compared with predictions from Miller's race model [8, 9]. Dyslexics showed difficulty shifting their attention between modalities; but such "sluggish attention shifting" (SAS) [10] appeared only when dyslexics shifted their attention from the visual to the auditory modality. These results suggest that dyslexics distribute their crossmodal attention resources differently from controls, causing different patterns in multisensory responses compared to controls. From this, we propose that dyslexia training programs should take into account the asymmetric shifts of crossmodal attention. © 2014 Elsevier Ltd. |
| first_indexed | 2024-03-07T01:52:59Z |
| format | Journal article |
| id | oxford-uuid:9ac09947-5be9-4e74-90b5-2914cbc1766f |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T01:52:59Z |
| publishDate | 2014 |
| record_format | dspace |
| spelling | oxford-uuid:9ac09947-5be9-4e74-90b5-2914cbc1766f2022-03-27T00:23:33ZMultisensory integration and attention in developmental dyslexiaJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:9ac09947-5be9-4e74-90b5-2914cbc1766fEnglishSymplectic Elements at Oxford2014Harrar, VTammam, JPérez-Bellido, APitt, AStein, JSpence, CSummary Developmental dyslexia affects 5%-10% of the population [1], resulting in poor spelling and reading skills. While there are well-documented differences in the way dyslexics process low-level visual [2, 3] and auditory [4, 5] stimuli, it is mostly unknown whether there are similar differences in audiovisual multisensory processes. Here, we investigated audiovisual integration using the redundant target effect (RTE) paradigm. Some conditions demonstrating audiovisual integration appear to depend upon magnocellular pathways [6], and dyslexia has been associated with deficits in this pathway [7]; so, we postulated that developmental dyslexics ("dyslexics" hereafter) would show differences in audiovisual integration compared with controls. Reaction times (RTs) to multisensory stimuli were compared with predictions from Miller's race model [8, 9]. Dyslexics showed difficulty shifting their attention between modalities; but such "sluggish attention shifting" (SAS) [10] appeared only when dyslexics shifted their attention from the visual to the auditory modality. These results suggest that dyslexics distribute their crossmodal attention resources differently from controls, causing different patterns in multisensory responses compared to controls. From this, we propose that dyslexia training programs should take into account the asymmetric shifts of crossmodal attention. © 2014 Elsevier Ltd. |
| spellingShingle | Harrar, V Tammam, J Pérez-Bellido, A Pitt, A Stein, J Spence, C Multisensory integration and attention in developmental dyslexia |
| title | Multisensory integration and attention in developmental dyslexia |
| title_full | Multisensory integration and attention in developmental dyslexia |
| title_fullStr | Multisensory integration and attention in developmental dyslexia |
| title_full_unstemmed | Multisensory integration and attention in developmental dyslexia |
| title_short | Multisensory integration and attention in developmental dyslexia |
| title_sort | multisensory integration and attention in developmental dyslexia |
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