PURPOSE: A recent hypothesis ascribes dyslexia to a perceptual anchoring deficit. Supporting results have so far been obtained only in children with dyslexia and additional learning difficulties, but the hypothesis has been argued to apply to all individuals with dyslexia. METHOD: The authors measured auditory frequency discrimination thresholds in 54 young adults (native speakers of Dutch; 25 individuals with dyslexia; 29 age- and education-matched controls), with a 2-alternative forced-choice staircase paradigm. There were 2 conditions: 1 in which 1 tone in each pair had a fixed frequency across trials (standard), and 1 in which both tones varied in frequency (no standard). Presence of a standard stimulus allows the creation of a stimulus-specific representation in short-term-memory (perceptual anchor). RESULTS: The standard condition yielded significantly lower discrimination thresholds in both controls and individuals with dyslexia; both groups benefited equally from the presence of an invariant stimulus. CONCLUSION: There is no difference between this group of adults with dyslexia and controls in their capacity to form a perceptual anchor. The implication is that an anchoring deficit cannot be generalized to all cases of dyslexia.
PURPOSE: A recent hypothesis ascribes dyslexia to a perceptual anchoring deficit. Supporting results have so far been obtained only in children with dyslexia and additional learning difficulties, but the hypothesis has been argued to apply to all individuals with dyslexia. METHOD: The authors measured auditory frequency discrimination thresholds in 54 young adults (native speakers of Dutch; 25 individuals with dyslexia; 29 age- and education-matched controls), with a 2-alternative forced-choice staircase paradigm. There were 2 conditions: 1 in which 1 tone in each pair had a fixed frequency across trials (standard), and 1 in which both tones varied in frequency (no standard). Presence of a standard stimulus allows the creation of a stimulus-specific representation in short-term-memory (perceptual anchor). RESULTS: The standard condition yielded significantly lower discrimination thresholds in both controls and individuals with dyslexia; both groups benefited equally from the presence of an invariant stimulus. CONCLUSION: There is no difference between this group of adults with dyslexia and controls in their capacity to form a perceptual anchor. The implication is that an anchoring deficit cannot be generalized to all cases of dyslexia.
Authors: Tyler K Perrachione; Stephanie N Del Tufo; Rebecca Winter; Jack Murtagh; Abigail Cyr; Patricia Chang; Kelly Halverson; Satrajit S Ghosh; Joanna A Christodoulou; John D E Gabrieli Journal: Neuron Date: 2016-12-21 Impact factor: 17.173
Authors: Ola Ozernov-Palchik; Sara D Beach; Meredith Brown; Tracy M Centanni; Nadine Gaab; Gina Kuperberg; Tyler K Perrachione; John D E Gabrieli Journal: J Exp Psychol Gen Date: 2021-11-29
Authors: Natalie de la Garrigue; Juliana Glasser; Pejman Sehatpour; Dan V Iosifescu; Elisa Dias; Marlene Carlson; Constance Shope; Tarek Sobeih; Tse-Hwei Choo; Melanie M Wall; Lawrence S Kegeles; James Gangwisch; Megan Mayer; Stephanie Brazis; Heloise M De Baun; Stephanie Wolfer; Dalton Bermudez; Molly Arnold; Danielle Rette; Amir M Meftah; Melissa Conant; Jeffrey A Lieberman; Joshua T Kantrowitz Journal: J Psychiatr Brain Sci Date: 2020-08-06