scholarly journals Visual Perception and Reading: New Clues to Patterns of Dysfunction Across Multiple Visual Channels in Developmental Dyslexia

2017 ◽  
Vol 58 (1) ◽  
pp. 309 ◽  
Author(s):  
Ana Pina Rodrigues ◽  
José Rebola ◽  
Helena Jorge ◽  
Maria José Ribeiro ◽  
Marcelino Pereira ◽  
...  
Keyword(s):  
Visual Perception ◽  
Developmental Dyslexia

scholarly journals Visual Function, Visual Perception and Visual Recognition in Japanese Children with Developmental Dyslexia

2010 ◽  
Vol 51 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Takashi Goto ◽  
Akira Uno ◽  
Noriko Haruhara ◽  
Masato Kaneko ◽  
Noriko Awaya ◽  
...  
Keyword(s):  
Visual Perception ◽  
Developmental Dyslexia ◽  
Visual Function ◽  
Visual Recognition ◽  
Japanese Children

Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers

2017 ◽  
Vol 16 (4) ◽  
pp. 375-389
Author(s):  
Joyce Echegaray-Bengoa ◽  
Manuel Soriano-Ferrer ◽  
R. Malatesha Joshi
Keyword(s):  
Visual Perception ◽  
Developmental Dyslexia ◽  
Teaching Experience ◽  
Prior Exposure ◽  
Important Criterion ◽  
Knowledge Gaps ◽  
Knowledge And Beliefs ◽  
Lack Of Information ◽  
Years Of Teaching Experience ◽  
Do So

The purpose of this study was to investigate the knowledge, misconceptions, and knowledge gaps of Peruvian pre-service teachers (PSTs) and in-service teachers (ISTs). To do so, 112 PSTs and 113 ISTs completed the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). Results show that ISTs scored significantly higher than PSTs. Moreover, misconceptions and lack of information were higher in PSTs. The most noteworthy misconceptions were that dyslexia is due to poor visual perception and that letter or word reversals are the most important criterion in the identification of dyslexia. Age, years of teaching experience, prior exposure to a child with dyslexia, and self-efficacy were positively correlated with knowledge about dyslexia in ISTs.

Development of visual perception and attention, assessed by backward masking and application in children with epilepsy

2003 ◽  
Vol 45 (08) ◽  
Author(s):  
Marta Macchi ◽  
Livia Nicoletta Rossi ◽  
Ivan Cortinovis ◽  
Lucia Menegazzo ◽  
Sandra Maria Burri ◽  
...  
Keyword(s):  
Visual Perception ◽  
Backward Masking

Does Viotin Activate Violin More Than Viocin?

2014 ◽  
Vol 61 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Manuel Perea ◽  
Victoria Panadero
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Developmental Dyslexia ◽  
Computational Models ◽  
Error Rates ◽  
Visual Word ◽  
Base Word ◽  
Similar Response ◽  
Skilled Readers ◽  
Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

Review of The Psychology of Visual Perception. 2nd ed.

1981 ◽  
Vol 26 (3) ◽  
pp. 228-228
Author(s):  
Julian Hochberg
Keyword(s):  
Visual Perception
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