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Visual-spatial selective attention and reading ability in children: A study using event-related potentials and behavioral measures.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Visual-spatial selective attention and reading ability in children: A study using event-related potentials and behavioral measures./
作者:	Anllo-Vento, Maria Lourdes.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:	152 p.
附註:	Source: Dissertations Abstracts International, Volume: 53-12, Section: B.
Contained By:	Dissertations Abstracts International53-12B.
標題:	Physiological psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9218642
ISBN:	9798208350492

Visual-spatial selective attention and reading ability in children: A study using event-related potentials and behavioral measures.
Anllo-Vento, Maria Lourdes.

Visual-spatial selective attention and reading ability in children: A study using event-related potentials and behavioral measures. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 152 p.

Source: Dissertations Abstracts International, Volume: 53-12, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1991.

This item must not be sold to any third party vendors.

Reading-disabled subjects have shown a pattern of visual-perceptual processing which is consistent with a deficit in the pathway that encodes transient visual information. Given that this processing stream appears to mediate spatial information, it was hypothesized that children with poor reading skills would also be relatively deficient in attentional spatial-cueing tasks. Here, the paradigm included two successive stimuli: a central cue and a peripheral target. The cue was either directional (a right or left arrow), or neutral (a circle). The target, a white square, appeared 600 ms later and was randomly flashed 8 degrees in the periphery of the right or left hemifield. Subjects were instructed to respond with their right index finger every time the target was validly cued by the preceding cue. Invalidly and neutrally cued trials did not require a response. Eighteen children, 9.75 years-old on average, volunteered to participate in the study. The subjects were a subset of a sample of 83 children which were selected in kindergarten as being at risk of developing a reading disability. At the time of testing, all subjects were attending the 4th grade. The group in this study had average general intelligence and reading ability. Subjects were assigned to a high or a low reading level by means of a median split of their 3rd-grade Woodcock-Johnson Reading Cluster scores. Scalp potentials evoked by the cue revealed differences between the brain's response to the right and left arrows, starting approximately 240 ms after cue onset. But it was not until about 320 ms after the cue that the responses of poor and good readers started to diverge. Differences in brain activity as a function of arrow direction were present in good, but not poor, readers. The differences between the two reading groups increased as the target's onset neared. Once the target appeared, differences in brain activity between validly and invalidly cued stimuli also distinguished the poor from the good readers in that the good readers showed greater validity effects. In addition, behavioral responses were related to both prior brain activity and the subject's reading ability. These findings are interpreted as supporting the idea that the voluntary directing of attention to a cued location results in enhanced activity in those areas of the brain that will process the ensuing stimulus. The outcome of the experiment also suggests that visual-spatial selective attention may be related to reading ability, and that both cognitive processes could be mediated, in part, by the same neurobiological system.

ISBN: 9798208350492Subjects--Topical Terms:

2144820
Physiological psychology.
Subjects--Index Terms:

selective attention

Visual-spatial selective attention and reading ability in children: A study using event-related potentials and behavioral measures.
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520 $a Reading-disabled subjects have shown a pattern of visual-perceptual processing which is consistent with a deficit in the pathway that encodes transient visual information. Given that this processing stream appears to mediate spatial information, it was hypothesized that children with poor reading skills would also be relatively deficient in attentional spatial-cueing tasks. Here, the paradigm included two successive stimuli: a central cue and a peripheral target. The cue was either directional (a right or left arrow), or neutral (a circle). The target, a white square, appeared 600 ms later and was randomly flashed 8 degrees in the periphery of the right or left hemifield. Subjects were instructed to respond with their right index finger every time the target was validly cued by the preceding cue. Invalidly and neutrally cued trials did not require a response. Eighteen children, 9.75 years-old on average, volunteered to participate in the study. The subjects were a subset of a sample of 83 children which were selected in kindergarten as being at risk of developing a reading disability. At the time of testing, all subjects were attending the 4th grade. The group in this study had average general intelligence and reading ability. Subjects were assigned to a high or a low reading level by means of a median split of their 3rd-grade Woodcock-Johnson Reading Cluster scores. Scalp potentials evoked by the cue revealed differences between the brain's response to the right and left arrows, starting approximately 240 ms after cue onset. But it was not until about 320 ms after the cue that the responses of poor and good readers started to diverge. Differences in brain activity as a function of arrow direction were present in good, but not poor, readers. The differences between the two reading groups increased as the target's onset neared. Once the target appeared, differences in brain activity between validly and invalidly cued stimuli also distinguished the poor from the good readers in that the good readers showed greater validity effects. In addition, behavioral responses were related to both prior brain activity and the subject's reading ability. These findings are interpreted as supporting the idea that the voluntary directing of attention to a cued location results in enhanced activity in those areas of the brain that will process the ensuing stimulus. The outcome of the experiment also suggests that visual-spatial selective attention may be related to reading ability, and that both cognitive processes could be mediated, in part, by the same neurobiological system.
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