PubMed · 11383188
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A J Watkins. 2001. Hearing and Perception.. https://doi.org/10.1068/p3004ed
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OBJECTIVE: In a recent study on picture naming and word reading in dyslexics and control children we found a combination of normal picture retrieval times and severe reading impairments in dyslexics. Therefore, we hypothesize that brain response patterns differ between patients and controls during word reading, but are similar in picture naming as a non-letter mediated task. METHODS: Time course of brain activation was investigated by magnetoencephalography during word reading and picture naming in 9 dyslexic children and 13 age-matched controls (aged 9-10 years). RESULTS: We found 5 consecutive activations spreading from occipito-parietal to temporo-frontal sites. Group differences occurred only during reading: a delayed response in temporal superior and angular gyri at 235-285 ms and absence of activation in anterior temporal and inferior frontal regions at 430-530 ms for dyslexics. CONCLUSIONS: Problems in phonological processing are reflected in delay of early activity and absence of late activity in language related brain regions. From the lack of group differences during picture naming, we conclude the presence of two pathways: a phonological/orthographic one for word reading, which is disturbed in dyslexics, and a visual one for picture naming, which can be unaffected in dyslexics. SIGNIFICANCE: Evidence is provided for different pathways for the processing of letter-mediated and visual-eidetic information. This knowledge may be important for dyslexics in the context of coping with everyday demands and for training of relevant skills.
We investigated the relation between a biological factor (fatty acids, FA) and a cognitive processing speed factor (temporal processing acuity, TPA) that are both suggested to relate to neuronal and cognitive functioning. Blood samples of 49 ten-year-old children with oral clefts were collected for FA analysis in serum triglycerides, cholesteryl esters, and phospholipids on the same day as they performed behavioral TPA tasks (simultaneity/nonsimultaneity judgments) in several perceptual modalities (visual, auditory, tactile, audiotactile, visuotactile, and audiovisual). This population has larger than expected variation in the relevant cognitive measures (TPA, learning ability, and intelligence). Sequential regression analyses (adjusted for age, gender, and cleft type) showed that saturated FAs were not generally associated with TPA. Monounsaturated erucic and nervonic acids were inversely related with TPA. Of the polyunsaturated fatty acids, eicosapentaenoic and docosahexaenoic acids were positively associated with TPA, whereas gamma-linolenic acid was inversely related to TPA. In summary, we found significant relations between a biological (certain FAs) and a cognitive factor (TPA).
Very little is known about the coordination of movement in combination with stimuli such as sound and touch. The present research investigates the hypothesis that both the type of action (e.g., a flexion or extension movement) and the sensory modality (e.g., auditory or tactile) determine the stability of multimodal coordination. We performed a parametric study in which the ability to synchronize movement, touch and sound was explored over a broad range of stimulus frequencies or rates. As expected, synchronization of finger movement with external auditory and tactile stimuli was successfully established and maintained across all frequencies. In the key experimental conditions, participants were instructed to synchronize peak flexion of the index finger with touch and peak extension with sound (and vice-versa). In this situation, tactile and auditory stimuli were delivered counter-phase to each other. Two key effects were observed. First, switching between multimodal coordination patterns occurred, with transitions selecting one multimodal pattern (flexion with sound and extension with touch) more often than its partner. This finding indicates that the stability of multimodal coordination is influenced by both the type of action and the stimulus modality. Second, at higher rates, transitions from coherent to incoherent phase relations between touch, movement and sound occurred, attesting to the breakdown of multimodal coordination. Because timing errors in multimodal coordination were systematically altered when compared to unimodal control conditions we are led to consider the role played by time delays in multimodal coordination dynamics.