Dyslexic and skilled reading dynamics are self-similar |
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Authors: | John G Holden Lieke T Greijn Marieke M J W van Rooij Maarten L Wijnants Anna M T Bosman |
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Institution: | 1. Department of Psychology, University of Cincinnati, PO Box 210376, Cincinnati, OH, 45221-0376, USA 2. Department of Special Education, Radboud University, PO Box 9104, 6500 HE, Nijmegen, The Netherlands
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Abstract: | The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants’ pronunciation times were modeled and contrasted with a lognormal inverse power-law mixture distribution. Identical contrasts were also conducted on the same participants’ response time distributions derived from flanker, color-naming, and arithmetic tasks. Results indicated that children with dyslexia yield slower, broader, and more variable pronunciation time distributions than their age-matched counterparts. This difference approximated a self-similar rescaling between the two group’s aggregate pronunciation time distributions. Moreover, children with dyslexia produced similar, but less prominent trends toward slower and more variable performance across the three non-reading tasks. The outcomes support a proportional continuum rather than a localized deficit account of dyslexia. The mixture distribution’s success at describing the participants’ pronunciation and response time distributions suggests that differences in proportional contingencies among low-level neurophysiological, perceptual, and cognitive processes likely play a prominent role in the etiology of dyslexia. |
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