Visual Implicit Pre-Cueing Improves Response Time in Decision-Making in Dyslexic Children.

Barela, JA; da Silva, C; de Jesus, PR; Figueiredo, GA; Barela, AMF; Novak, AR; Fransen, J

Visual Implicit Pre-Cueing Improves Response Time in Decision-Making in Dyslexic Children.

Barela, JA da Silva, C de Jesus, PR Figueiredo, GA Barela, AMF Novak, AR Fransen, J

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Publisher:: Wiley
Publication Type:: Journal Article
Citation:: Dyslexia, 2024, 30, (4), pp. e1793
Issue Date:: 2024-11

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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 https://orcid.org/0000-0003-3355-1848
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	Print
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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/182325