Acta neurologica Scandinavica · 2003
Developmental dyslexics show altered allocation of attention in visual classification tasks.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Rüsseler J, Johannes S, Kowalczuk J, Wieringa B M, Münte T F
Аннотация
OBJECTIVES: Event-related brain potentials (ERPs) were recorded to investigate allocation of attention in adult developmental dyslexics.
SUBJECTS AND METHODS: Twelve adult developmental dyslexics and 12 matched normal controls performed three visual choice reaction tasks. In the passive oddball condition, subjects watched two different simple visual stimuli presented with 87.5 and 12.5% probability. In the active oddball condition, participants responded to the low-probability target stimulus. In the active 50/50-condition, both stimuli were presented with 50% probability and a response was required to the target stimulus only.
RESULTS: No group differences emerged for performance, P300 latency or laterality and for N200 amplitude, latency or laterality. An enhancement of P300 amplitude with a frontal distribution was found for NoGo (standard)-stimuli in both active conditions for the dyslexic sample.
CONCLUSION: Results are discussed in the context of deviances in allocation of attentional resources in dyslexic readers.
SUBJECTS AND METHODS: Twelve adult developmental dyslexics and 12 matched normal controls performed three visual choice reaction tasks. In the passive oddball condition, subjects watched two different simple visual stimuli presented with 87.5 and 12.5% probability. In the active oddball condition, participants responded to the low-probability target stimulus. In the active 50/50-condition, both stimuli were presented with 50% probability and a response was required to the target stimulus only.
RESULTS: No group differences emerged for performance, P300 latency or laterality and for N200 amplitude, latency or laterality. An enhancement of P300 amplitude with a frontal distribution was found for NoGo (standard)-stimuli in both active conditions for the dyslexic sample.
CONCLUSION: Results are discussed in the context of deviances in allocation of attentional resources in dyslexic readers.