An interaction-dominant perspective on reading fluency and dyslexia
| Autor: | G.C. van Orden, Maarten L. Wijnants, Anna M. T. Bosman, Fred Hasselman, Ralf F. A. Cox |
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| Rok vydání: | 2012 |
| Předmět: |
Self-organization
DYNAMICS media_common.quotation_subject Developmental dyslexia Reading fluency Recurrence quantification analysis Learning and Plasticity Phonological deficit Social Development Article 050105 experimental psychology Psycholinguistics Education Dyslexia 03 medical and health sciences Speech and Hearing Fluency 0302 clinical medicine Phonetics Reading (process) Reaction Time medicine Humans 0501 psychology and cognitive sciences RECURRENCE PLOTS BRAIN Child HUMAN COGNITION media_common COORDINATION Language Tests COMPLEXITY 1/f noise 05 social sciences Perspective (graphical) Cognition medicine.disease VARIABILITY Reading PHONOLOGICAL DEFICIT medicine.symptom Psychology 030217 neurology & neurosurgery Cognitive psychology |
| Zdroj: | Annals of Dyslexia, 62(2), 100-119 Annals of Dyslexia Annals of Dyslexia, 62, 100-119 Annals of Dyslexia, 62, 2, pp. 100-119 |
| ISSN: | 0736-9387 |
| Popis: | Contains fulltext : 102865.pdf (Publisher’s version ) (Closed access) The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and recurrence quantification analysis) that employ background noise as metrics of reading fluency. These measures gauge the extent of interdependence across, rather than within, cognitive components. In this study, we investigated dyslexic and non-dyslexic word-naming performance in beginning readers and observed that these complexity metrics differentiate reliably between dyslexic and average response times and correlate strongly with the severity of the reading impairment. The direction of change in the introduced metrics suggests that developmental dyslexia resides from dynamical instabilities in the coordination among the many components necessary to read, which could explain why dyslexic readers score below average on so many distinct tasks and modalities. 20 p. |
| Databáze: | OpenAIRE |
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