Face recognition in developmental dyslexia: evidence for dissociation between faces and words

Autor: Randi Starrfelt, Mads Poulsen, Christina D. Kühn, Christian Gerlach, Kristian Bjerre Andersen
Rok vydání: 2020
Předmět:
Male
Dissociation (neuropsychology)
Adolescent
Cognitive Neuroscience
word recognition
Experimental and Cognitive Psychology
Faculty of Social Sciences
behavioral disciplines and activities
Facial recognition system
050105 experimental psychology
Dyslexia
Young Adult
03 medical and health sciences
0302 clinical medicine
Arts and Humanities (miscellaneous)
reading
mental disorders
Developmental and Educational Psychology
medicine
Humans
0501 psychology and cognitive sciences
lexical decision test
Normal face
Face recognition
Language
Visual word recognition
Word reading
CFMT
05 social sciences
Recognition
Psychology
medicine.disease
developmental dyslexia
Neuropsychology and Physiological Psychology
Word recognition
Developmental dyslexia
Female
Psychology
Facial Recognition
030217 neurology & neurosurgery
Cognitive psychology
Zdroj: Kühn, C D, Gerlach, C, Andersen, K B, Poulsen, M & Starrfelt, R 2021, ' Face recognition in developmental dyslexia : evidence for dissociation between faces and words ', Cognitive Neuropsychology, vol. 38, no. 1, pp. 107-115 . https://doi.org/10.1080/02643294.2020.1847060
Kühn, C D, Gerlach, C, Andersen, K B, Poulsen, M & Starrfelt, R 2021, ' Face recognition in developmental dyslexia: evidence for dissociation between faces and words ', Cognitive Neuropsychology, vol. 38, no. 1, pp. 107-115 . https://doi.org/10.1080/02643294.2020.1847060
ISSN: 1464-0627
0264-3294
DOI: 10.1080/02643294.2020.1847060
Popis: Developmental dyslexia is primarily a reading disorder, but recent studies have indicated that face processing problems may also be present. Using a case-series approach, we tested face recognition and visual word recognition in 24 high school students diagnosed with developmental dyslexia. Contrary to previous findings, no face recognition problems were found on the group-level. Rather, a significant classical dissociation with impaired word reading and normal face recognition was demonstrated on a group-level and for six individuals with developmental dyslexia. However, four individuals with dyslexia did show face recognition problems. Thus, while problems in face recognition can be present in developmental dyslexia, the dissociation strongly suggests that face recognition can also be preserved. Combined with previously reported dissociations between face and word recognition in developmental prosopagnosia, this constitutes a double dissociation.
Databáze: OpenAIRE
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