Visual Implicit Pre-Cueing Improves Response Time in Decision-Making in Dyslexic Children.
- Publisher:
- Wiley
- Publication Type:
- Journal Article
- Citation:
- Dyslexia, 2024, 30, (4), pp. e1793
- Issue Date:
- 2024-11
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Dyslexia - 2024 - Barela - Visual Implicit Pre‐Cueing Improves Response Time in Decision‐Making in Dyslexic Children.pdf | Published version | 471.46 kB |
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Full metadata record
Field | Value | Language |
---|---|---|
dc.contributor.author | Barela, JA | |
dc.contributor.author | da Silva, C | |
dc.contributor.author | de Jesus, PR | |
dc.contributor.author | Figueiredo, GA | |
dc.contributor.author | Barela, AMF | |
dc.contributor.author | Novak, AR | |
dc.contributor.author |
Fransen, J |
|
dc.date.accessioned | 2024-12-03T01:47:44Z | |
dc.date.available | 2024-10-28 | |
dc.date.available | 2024-12-03T01:47:44Z | |
dc.date.issued | 2024-11 | |
dc.identifier.citation | Dyslexia, 2024, 30, (4), pp. e1793 | |
dc.identifier.issn | 1076-9242 | |
dc.identifier.issn | 1099-0909 | |
dc.identifier.uri | http://hdl.handle.net/10453/182325 | |
dc.description.abstract | This study aimed to examine the effect of visual pre-cueing presented at different time intervals in the response time of dyslexic and non-dyslexic children. Fifteen dyslexic and 15 non-dyslexic children performed a computerised four-choice reaction time task across four conditions: no pre-cue and a 43-ms time interval (or duration) of a centralised dot appearing in the stimulus circle at 43, 86 or 129 ms prior to the stimulus. Each condition was repeated eight times, totaling 32 trials, and presented in a random order. Response correctness and response times were recorded for each trial, and z-scores were obtained by standardising performance in the three pre-cued conditions relative to the no pre-cue condition. Dyslexic children took longer to respond in the task than non-dyslexic children. Both dyslexic and non-dyslexic children had faster response times in the pre-cued conditions than in the conditions without the pre-cue. These lower response times were inversely correlated with the length of the pre-cueing interval. These results suggest that dyslexic children use visual pre-cueing to improve decision-making. The ability of dyslexic children to use pre-cues may offer an interesting avenue for the exploration of interventions aimed at minimising behavioural and cognitive difficulties resulting from dyslexia. | |
dc.format | ||
dc.language | eng | |
dc.publisher | Wiley | |
dc.relation.ispartof | Dyslexia | |
dc.relation.isbasedon | 10.1002/dys.1793 | |
dc.rights | info:eu-repo/semantics/closedAccess | |
dc.subject | 1303 Specialist Studies in Education, 1701 Psychology, 1702 Cognitive Sciences | |
dc.subject.classification | Experimental Psychology | |
dc.subject.classification | 3904 Specialist studies in education | |
dc.subject.classification | 5201 Applied and developmental psychology | |
dc.subject.classification | 5204 Cognitive and computational psychology | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Child | |
dc.subject.mesh | Reaction Time | |
dc.subject.mesh | Male | |
dc.subject.mesh | Female | |
dc.subject.mesh | Cues | |
dc.subject.mesh | Dyslexia | |
dc.subject.mesh | Decision Making | |
dc.subject.mesh | Visual Perception | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Dyslexia | |
dc.subject.mesh | Cues | |
dc.subject.mesh | Visual Perception | |
dc.subject.mesh | Decision Making | |
dc.subject.mesh | Reaction Time | |
dc.subject.mesh | Child | |
dc.subject.mesh | Female | |
dc.subject.mesh | Male | |
dc.title | Visual Implicit Pre-Cueing Improves Response Time in Decision-Making in Dyslexic Children. | |
dc.type | Journal Article | |
utslib.citation.volume | 30 | |
utslib.location.activity | England | |
utslib.for | 1303 Specialist Studies in Education | |
utslib.for | 1701 Psychology | |
utslib.for | 1702 Cognitive Sciences | |
pubs.organisational-group | University of Technology Sydney | |
pubs.organisational-group | University of Technology Sydney/Faculty of Health | |
pubs.organisational-group | University of Technology Sydney/Faculty of Health/School of Sport, Exercise and Rehabilitation | |
pubs.organisational-group | University of Technology Sydney/UTS Groups | |
pubs.organisational-group | University of Technology Sydney/UTS Groups/Human Performance Research Centre (HPRC) | |
utslib.copyright.status | closed_access | * |
dc.date.updated | 2024-12-03T01:47:42Z | |
pubs.issue | 4 | |
pubs.publication-status | Published | |
pubs.volume | 30 | |
utslib.citation.issue | 4 |
Abstract:
This study aimed to examine the effect of visual pre-cueing presented at different time intervals in the response time of dyslexic and non-dyslexic children. Fifteen dyslexic and 15 non-dyslexic children performed a computerised four-choice reaction time task across four conditions: no pre-cue and a 43-ms time interval (or duration) of a centralised dot appearing in the stimulus circle at 43, 86 or 129 ms prior to the stimulus. Each condition was repeated eight times, totaling 32 trials, and presented in a random order. Response correctness and response times were recorded for each trial, and z-scores were obtained by standardising performance in the three pre-cued conditions relative to the no pre-cue condition. Dyslexic children took longer to respond in the task than non-dyslexic children. Both dyslexic and non-dyslexic children had faster response times in the pre-cued conditions than in the conditions without the pre-cue. These lower response times were inversely correlated with the length of the pre-cueing interval. These results suggest that dyslexic children use visual pre-cueing to improve decision-making. The ability of dyslexic children to use pre-cues may offer an interesting avenue for the exploration of interventions aimed at minimising behavioural and cognitive difficulties resulting from dyslexia.
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