Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The nature of cognitive and neurophysiological deficits of dyslexia have been under debate for a long time. Recently, a new hypothesis for developmental dyslexia -- noise exclusion deficit hypothesis, was proposed and was supported by a number of empirical research evidence from alphabetic languages. It has been found that dyslexia exhibited noise exclusion deficits not only in visual domain but also in auditory domain, indicating a multisensory or domain-general noise exclusion deficit. Alternatively, noise exclusion deficit of dyslexia was also argued to be mainly derived from attention deficit. Yet, some critical issues are still required to be addressed in the future, such as whether noise exclusion deficit presents in Chinese developmental dyslexia.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Developmental dyslexia is a neurological disorder characterized by a specific deficit in reading, despite adequate intelligence and socioeconomic opportunity. The nature of deficits of developmental dyslexia has been under debate for a long time. A large number of studies have revealed that dyslexics suffer from impaired audiovisual temporal integration. Behavioral studies have found that developmental dyslexics have an abnormally wide audiovisual temporal binding window, making it difficult for them to separate temporally asynchronous stimuli. At the neural level, dyslexics showed no significant difference between mismatched negative (MMN) waves evoked by audiovisual asynchronous stimuli and those evoked by audio-visual synchronous or unimodal stimuli. Such audiovisual temporal integration deficits in developmental dyslexia are consistent across language, age and stimulus types. However, previous studies generally used the mean of all test results under different experimental conditions as the dependent variable, which only reflected the overall (i.e., average level) performance of audiovisual temporal integration processing and neglected to explore its dynamic process over time. Therefore, the audiovisual temporal integration deficits in developmental dyslexia are not fully exposed. The study of audiovisual temporal recalibration may make up for this deficiency. Temporal recalibration reflects the dynamic process of individuals adapting to different asynchronous times, that is, to re-establish stable prior knowledge of temporal relationships, which affects subsequent multisensory integration. Previous studies have shown that difficulties in recalibrating differences between internal temporal representations and sensory inputs can lead to impaired multisensory integration. Bayesian-based priori attenuation theory suggests that attenuated prior knowledge makes individuals without sufficient sensory reference to compare current inputs, thus increasing the difficult to recalibrate differences between internal representations and sensory inputs, resulting in impaired multisensory integration processing. Behavioral studies have found that developmental dyslexics have phonological recalibration deficits and they are unable to integrate audiovisual temporal information across sensory modals in accordance with optimal Bayesian statistical principles. At the neural level, developmental dyslexics have weaker neural adaptations than normal readers. The ability to adapt to temporal asynchrony requires temporal recalibrations. Furthermore, behind the normal overall performance of audiovisual temporal integration, there will also be rapid audiovisual temporal recalibration deficits that represent an abnormal integration process. Thus, impaired audiovisual temporal recalibration may underlie audiovisual temporal integration deficits in developmental dyslexia.At present, to the best of our knowledge, no studies have directly explored the audiovisual temporal recalibration ability in developmental dyslexics. Future research can be carried out in the following areas: 1) The performance of audiovisual temporal recalibration ability of developmental dyslexia at different time scales; 2) The changes of audiovisual temporal integration window and audiovisual temporal recalibration effect over time in individuals with developmental dyslexia; 3) The neural basis of the audiovisual temporal recalibration deficits in developmental dyslexia; and 4) The correlations between audiovisual temporal recalibration ability and reading in developmental dyslexia; 5) The causal relationship between developmental dyslexia and audiovisual temporal recalibration deficits.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Developmental dyslexia is a specific disorder in reading acquisition, which hinders the development of individuals. Many researchers focused on how to help the dyslexics to improve their reading skills. Traditional intervention methods are mainly based on phonological deficit of dyslexia, in which there are still some problems required to be solved such as consuming considerable time and labors in intervention implementation, and reading materials putting pressures on dyslexic readers. In recent years, most of the relevant studies have indicated that the intriguing action video game intervention could significantly improve the dyslexics' reading abilities, but its underlying mechanism remains unclear. Based on the visual magnocellular deficit theory, the possible internal mechanisms regarding the positive influence of playing action video games on reading efficiency could be explained from the aspects of visual spatial attention, cross-sensory attention shifting and visual motor processing. Based on this theory framework, future research could not only examine the internal mechanisms of the effect of action video game training on reading skills, but also develop relevant intervention programs which are more suitable for the dyslexic readers.
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Educational Psychology submitted time 2022-06-30
Abstract：
The nature of deficits of dyslexia has been under debate for a long time. A large number of studies have revealed that the dyslexics suffer from impaired audiovisual temporal integration. However, these studies only examined the overall performance of audiovisual temporal integration, and neglected to explore its dynamic process over time. Audiovisual temporal recalibration is an indicator describing the dynamic process of audiovisual temporal integration. Difficulty in recalibrating the differences between internal temporal representations and sensory inputs leads to impaired multisensory integration. Given that developmental dyslexics have deficits in recalibration-related abilities, the essence of the deficit in audiovisual temporal integration in developmental dyslexia may be impaired audiovisual temporal recalibration. Future studies could examine the specific performances of audiovisual temporal recalibration in developmental dyslexia, as well as its cognitive and neural mechanisms.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2022-03-18
Abstract：
Developmental dyslexia is a major type of learning disabilities. It severely hinders the development of cognition, emotion and social adaptability. Writing is closely related to reading，and individuals with dyslexia usually manifest writing difficulty. At the behavioral level, dyslexics exhibit impaired writing quality, speed and pauses, compared to typical readers, involving the central and peripheral components of writing. At the neural level, neuroimaging studies demonstrated that dyslexics showed altered functional and structural connectivity in brain regions associated with linguistic and motor processes of writing. Writing is greatly related to reading in Chinese. The study of writing deficit would have values for developing the unique diagnosis and treatment strategies for Chinese dyslexia. " "
Subjects: Psychology >> Developmental Psychology submitted time 2021-01-27
Abstract：发展性阅读障碍是指个体在智力正常并且不缺乏学校教育的情况下，仍无法获得与年龄相匹配的阅读技能的一种学习障碍，其缺陷的本质一直是研究者争论的焦点。大量研究显示，阅读障碍者常表现出听觉时间加工损伤。在行为层面，阅读障碍者难以辨别快速、连续呈现刺激的顺序以及刺激本身的动态时间特征。在神经层面，阅读障碍者诱发的失匹配负波更弱且具有异常的神经同步加工。这些损伤同时存在于对言语和非言语刺激的加工中，表明听觉时间加工缺陷非言语加工所特有。未来的研究还需阐明以下几个问题：1）阅读障碍的听觉时间加工缺陷发生在哪些时间窗口，随年龄增长如何变化；2）阅读障碍听觉时间加工缺陷在神经层面的时间进程是怎样的；3）听觉时间加工缺陷是否为阅读障碍的核心缺陷。
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