Small-World Propensity in Developmental Dyslexia After Visual Training Intervention

2021 ◽  
pp. 233-258
Author(s):  
Tihomir Taskov ◽  
Juliana Dushanova
Keyword(s):  
Developmental Dyslexia ◽  
Small World ◽  
Training Intervention ◽  
Visual Training

scholarly journals Audio-visual training intervention improves knowledge, skill, confidence, and performance of barefoot nurses for screening noncommunicable disease

2020 ◽  
Vol 13 (2) ◽  
pp. 98
Author(s):  
Biswamitra Sahu ◽  
ShankarlingMallappa Timmapur ◽  
TN Sathyanarayana ◽  
AchalaGopalkrishna Pai
Keyword(s):  
Noncommunicable Disease ◽  
Training Intervention ◽  
Visual Training ◽  
And Performance

A visual training tool for teaching kanji to children with developmental dyslexia

2014 ◽  
Vol 29 (1) ◽  
pp. 88-102 ◽  
Author(s):  
Hanae Ikeshita-Yamazoe ◽  
Masutomo Miyao
Keyword(s):  
Developmental Dyslexia ◽  
Visual Training ◽  
Training Tool

Effects of Training in Visual Discrimination after One Year: Visual Analysis of Volleyball Skills

1992 ◽  
Vol 75 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Susan Wilkinson
Keyword(s):  
Visual Analysis ◽  
Teacher Education Program ◽  
Skills Training ◽  
Training Intervention ◽  
Specialized Training ◽  
Visual Training ◽  
Visual Skills ◽  
One Year ◽  
Traditional Performance ◽  
Performance Instruction

Although the effects of specialized training in visual analysis of skills are well documented, whether the effects are lasting is not. The purpose of the present study was to analyze the effect a visual skills training program in volleyball had on participants one year after the completion of a training intervention. Subjects received either traditional performance instruction supplemented with visual training or traditional performance instruction in volleyball only. All subjects remaining in the teacher education program from a previous study were given a visual test on diagnosing errors in three different volleyball skills (the forearm pass, the overhead pass, and the overhead serve). Subjects exposed to visual training remained significantly better at diagnosing errors for the three volleyball skills one year later as compared to those subjects who had not received visual training.

scholarly journals Reading-Network in Developmental Dyslexia before and after Visual Training

Symmetry ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 1842
Author(s):  
Tihomir Taskov ◽  
Juliana Dushanova
Keyword(s):  
Functional Connectivity ◽  
Developmental Dyslexia ◽  
Right Hemisphere ◽  
Minimum Spanning Tree ◽  
Brain Regions ◽  
Visual Training ◽  
Frequency Bands ◽  
Brain Hemispheres ◽  
Dorsolateral Prefrontal ◽  
Before And After

Electroencephalographic studies using graph-theoretic analysis have found aberrations in functional connectivity in dyslexics. How visual nonverbal training (VT) can change the functional connectivity of the reading network in developmental dyslexia is still unclear. We studied differences in the local and global topological properties of functional reading networks between controls and dyslexic children before and after VT. The minimum spanning tree method was used to construct the reading networks in multiple electroencephalogram (EEG) frequency bands. Compared to controls, pre-training dyslexics had a higher leaf fraction, tree hierarchy, kappa, and smaller diameter (θ—γ-frequency bands), and therefore, they had a less segregated neural network than controls. After training, the reading-network metrics of dyslexics became similar to controls. In β1 and γ-frequency bands, pre-training dyslexics exhibited a reduced degree and betweenness centrality of hubs in superior, middle, and inferior frontal areas in both brain hemispheres compared to the controls. Dyslexics relied on the left anterior temporal (β1, γ1) and dorsolateral prefrontal cortex (γ1), while in the right hemisphere, they relied on the occipitotemporal, parietal, (β1), motor (β2, γ1), and somatosensory cortices (γ1). After training, hubs appeared in both hemispheres at the middle occipital (β), parietal (β1), somatosensory (γ1), and dorsolateral prefrontal cortices (γ2), while in the left hemisphere, they appeared at the middle temporal, motor (β1), intermediate (γ2), and inferior frontal cortices (γ1, β2). Language-related brain regions were more active after visual training. They contribute to an understanding of lexical and sublexical representation. The same role has areas important for articulatory processes of reading.

Small World

1999 ◽  
Vol 056 (02) ◽  
pp. 0065-0065
Author(s):  
Ch. Hürny ◽  
H. P. Ludin
Keyword(s):  
Small World

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.

Neuropsychological Processes in Developmental Dyslexia and Acquired Alexia

1985 ◽  
Vol 30 (5) ◽  
pp. 391-392
Author(s):  
George W. Hynd
Keyword(s):  
Developmental Dyslexia

The small-world problem

1967 ◽  
Author(s):  
Stanley Milgram
Keyword(s):  
Small World
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