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Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia

Considerable research has shown that children with dyslexia have deficits in visual spatial attention orientation. Additionally, self-referential processing makes self-related information play a unique role in the individual visual spatial attention orientation. However, it is unclear whether such s...

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Autores principales: Zhou, Aibao, Duan, Baojun, Wen, Menglin, Wu, Wenyi, Li, Mei, Ma, Xiaofeng, Tan, Yanggang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6788299/
https://www.ncbi.nlm.nih.gov/pubmed/31636595
http://dx.doi.org/10.3389/fpsyg.2019.02270
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author Zhou, Aibao
Duan, Baojun
Wen, Menglin
Wu, Wenyi
Li, Mei
Ma, Xiaofeng
Tan, Yanggang
author_facet Zhou, Aibao
Duan, Baojun
Wen, Menglin
Wu, Wenyi
Li, Mei
Ma, Xiaofeng
Tan, Yanggang
author_sort Zhou, Aibao
collection PubMed
description Considerable research has shown that children with dyslexia have deficits in visual spatial attention orientation. Additionally, self-referential processing makes self-related information play a unique role in the individual visual spatial attention orientation. However, it is unclear whether such self-referential processing impacts the visual spatial attention orientation of children with dyslexia. Therefore, we manipulated the reference task systematically in the cue-target paradigm and investigated the modulation effect of self-referential processing on visual spatial attention of children with dyslexia. In the self-referential processing condition, we observed that children with dyslexia demonstrated stable cue effects in the visual spatial attention orientation tasks when the Stimulus Onset Asynchronies (SOAs) were set to 100 ms, while other-referential processing weakened the cue effects of the visual spatial attention orientation of children with dyslexia. With cue effect as the index, we also observed that the self-referential processing had a significant larger regulatory effect at the early stage of visual spatial attention orientation, as compared with other-referential processing. These differences have a high-ranked consistency between children with dyslexia and typically developing reader. The results suggested that self-referential processing can regulate the visual spatial attention deficits of children with dyslexia.
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spelling pubmed-67882992019-10-21 Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia Zhou, Aibao Duan, Baojun Wen, Menglin Wu, Wenyi Li, Mei Ma, Xiaofeng Tan, Yanggang Front Psychol Psychology Considerable research has shown that children with dyslexia have deficits in visual spatial attention orientation. Additionally, self-referential processing makes self-related information play a unique role in the individual visual spatial attention orientation. However, it is unclear whether such self-referential processing impacts the visual spatial attention orientation of children with dyslexia. Therefore, we manipulated the reference task systematically in the cue-target paradigm and investigated the modulation effect of self-referential processing on visual spatial attention of children with dyslexia. In the self-referential processing condition, we observed that children with dyslexia demonstrated stable cue effects in the visual spatial attention orientation tasks when the Stimulus Onset Asynchronies (SOAs) were set to 100 ms, while other-referential processing weakened the cue effects of the visual spatial attention orientation of children with dyslexia. With cue effect as the index, we also observed that the self-referential processing had a significant larger regulatory effect at the early stage of visual spatial attention orientation, as compared with other-referential processing. These differences have a high-ranked consistency between children with dyslexia and typically developing reader. The results suggested that self-referential processing can regulate the visual spatial attention deficits of children with dyslexia. Frontiers Media S.A. 2019-10-04 /pmc/articles/PMC6788299/ /pubmed/31636595 http://dx.doi.org/10.3389/fpsyg.2019.02270 Text en Copyright © 2019 Zhou, Duan, Wen, Wu, Li, Ma and Tan. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zhou, Aibao
Duan, Baojun
Wen, Menglin
Wu, Wenyi
Li, Mei
Ma, Xiaofeng
Tan, Yanggang
Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia
title Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia
title_full Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia
title_fullStr Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia
title_full_unstemmed Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia
title_short Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia
title_sort self-referential processing can modulate visual spatial attention deficits in children with dyslexia
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6788299/
https://www.ncbi.nlm.nih.gov/pubmed/31636595
http://dx.doi.org/10.3389/fpsyg.2019.02270
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