Same-different letter decision taska study with Spanish children with dyslexia

Referencias bibliográficas

• Ahr, E., Houdé, O., & Borst, G. (2016). Inhibition of the mirror generalization process in reading in school-aged children. Journal of Experimental Child Psychology, 145, 157–165. https://doi.org/10.1016/j.jecp.2015.12.009 [Crossref], [PubMed], [Google Scholar]
• Ahr, E., Houdé, O., & Borst, G. (2017). Predominance of lateral over vertical mirror errors in reading: A case for neuronal recycling and inhibition. Brain and Cognition, 116, 1–8. https://doi.org/10.1016/j.bandc.2017.03.005 [Crossref], [PubMed], [Google Scholar]
• Baayen, R. H. (2008). Analyzing linguistic data: A practical introduction to statistics. Cambridge University Press. [Crossref], [Google Scholar]
• Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59(4), 390–412. https://doi.org/10.1016/j.ml.2007.12.005 [Crossref], [Web of Science ®], [Google Scholar]
• Badian, N. A. (2005). Does a visual orthographic deficit contribute to reading disability? Annals of Dyslexia, 55(1), 28–52. https://doi.org/10.1007/S11881-005-0003-X [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Bates, D., Machler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01 [Crossref], [Web of Science ®], [Google Scholar]
• Baylis, G. C., & Driver, J. (2001). Shape-coding in IT cells generalizes over contrast and mirror reversal, but not figure-ground reversal. Nature Neuroscience, 4(9), 937–942. https://doi.org/10.1038/nn0901-937 [Crossref], [PubMed], [Google Scholar]
• Boden, C., & Giaschi, D. (2007). M-stream deficits and reading-related visual processes in developmental dyslexia. Psychological Bulletin, 133(2), 346–366. https://doi.org/10.1037/00332909.133.2.346. https://doi.org/10.1037/00332909.133.2.346 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Bornstein, M. H., Gross, C. G., & Wolf, J. Z. (1978). Perceptual similarity of mirror images in infancy. Cognition, 6(2), 89–116. https://doi.org/10.1016/0010-0277(78)90017-3 [Crossref], [PubMed], [Google Scholar]
• Borst, G., Ahr, E., Roell, M., & Houdé, O. (2015). The cost of blocking the mirror generalization process in reading: Evidence for the role of inhibitory control in discriminating letters with lateral mirror-image counterparts. Psychonomic Bulletin & Review, 22(1), 228–234. https://doi.org/10.3758/s13423-014-0663-9 [Crossref], [PubMed], [Google Scholar]
• Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104(2), 198–230. https://doi.org/10.1016/j.cognition.2006.05.009 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Cairns, N. U., & Steward, M. S. (1970). Young children’s orientation of letters as a function of axis of symmetry and stimulus alignment. Child Development, 41(4), 993–1002. https://doi.org/10.2307/1127327 [Crossref], [PubMed], [Google Scholar]
• Cattaneo, Z., Fantino, M., Silvanto, J., Tinti, C., Pascual-Leone, A., & Vecchi, T. (2010). Symmetry perception in the blind. Acta Psychologica, 134(3), 398–402. https://doi.org/10.1016/j.actpsy.2010.04.002 [Crossref], [PubMed], [Google Scholar]
• Cubelli, R., & Della Sala, S. (2009). Mirror writing in pre-school children: A pilot study. Cognitive Processing, 10(2), 101–104. https://doi.org/10.1007/s10339-008-0233-z [Crossref], [PubMed], [Google Scholar]
• Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R. Batería de evaluación de los procesos lectores. Revisada. TEA Ediciones. [Google Scholar]
• Cuetos, F., Martínez-García, C., & Suárez‐Coalla, P. (2017). Prosodic perception problems in Spanish dyslexia. Scientific Studies of Reading, 22(1), 41–54. https://doi.org/10.1080/10888438.2017.1359273 [Taylor & Francis Online], [Google Scholar]
• Dehaene, S. (2004). Evolution of human cortical circuits for reading and arithmetic: The “neuronal recycling” hypothesis. In S. Dehaene, J. Duhamel, M. Hauser, & G. Rizzolatti (Eds.), From monkey brain to human brain (pp. 133–158). MIT Press. [Google Scholar]
• Dehaene, S., Cohen, L., Sigman, M., & Vinckier, F. (2005). The neural code for written words: A proposal. Trends in Cognitive Sciences, 9(7), 335–341. https://doi.org/10.1016/j.tics.2005.05.004 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Dehaene, S., & Cohen, L. (2007). Cultural recycling of cortical maps. Neuron, 56(2), 384–398. https://doi.org/10.1016/j.neuron.2007.10.004 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Dehaene, S. (2010). Reading in the brain: The new science of how we read. Penguin Books. [Google Scholar]
• Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Nunes Filho, G., Jobert, A., … Cohen, L. (2010). How learning to read changes the cortical networks for vision and language. Science, 330(6009), 1359–1364. https://doi.org/10.1126/science.1194140 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Dehaene, S., Nakamura, K., Jobert, A., Kuroki, C., Ogawa, S., & Cohen, L. (2010). Why do children make mirror errors in reading? Neural correlates of mirror invariance in the visual word form area. NeuroImage, 49(2), 1837–1848. https://doi.org/10.1016/j.neuroimage.2009.09.024 [Crossref], [PubMed], [Google Scholar]
• Dehaene, S., & Cohen, L. (2011). The unique role of the visual word form area in reading. Trends in Cognitive Sciences, 15(6), 254–262. https://doi.org/10.1016/j.tics.2011.04.003 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Dehaene, S., Cohen, L. D., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, 16, 234–244. https://doi.org/10.1038/nrn3924 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Dehaene-Lambertz, G., Monzalvo, K., & Dehaene, S. (2018). The emergence of the visual word form: Longitudinal evolution of category-specific ventral visual areas during reading acquisition. PLOS Biology, 16(3), 2004103. https://doi.org/10.1371/journal.pbio.2004103 [Crossref], [Google Scholar]
• Duñabeitia, J. A., Dimitropoulou, M., Estévez, A., & Carreiras, M. (2013). The influence of reading expertise in mirror-letter perception: Evidence from beginning and expert readers. Mind, Brain and Education: The Official Journal of the International Mind, Brain, and Education Society, 7(2), 124–135. https://doi.org/10.1111/mbe.12017 [Crossref], [Google Scholar]
• Facoetti, A., Ruffino, M., Peru, A., Paganoni, P., & Chelazzi, L. (2008). Sluggish engagement and disengagement of non-spatial attention in dyslexic children. Cortex, 44(9), 1221–1233. https://doi.org/10.1016/j.cortex.2007.10.007 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Fernandes, T., Leite, I., & Kolinsky, R. (2016). Into the looking glass: Literacy acquisition and mirror invariance in preschool and first‐grade children. Child Development, 87(6), 2008–2025. https://doi.org/10.1111/cdev.12550 [Crossref], [PubMed], [Google Scholar]
• Fernandes, T., & Leite, I. (2017). Mirrors are hard to break: A critical review and behavioral evidence on mirror-image processing in developmental dyslexia. Journal of Experimental Child Psychology, 159, 66–82. https://doi.org/10.1016/j.jecp.2017.02.003 [Crossref], [PubMed], [Google Scholar]
• Forster, K. I., & Forster, J. C. (2003). DMDX: A windows display program with millisecond accuracy. Behavior Research Methods, Instruments, & Computers, 35(1), 116–124. https://doi.org/10.3758/BF03195503 [Crossref], [PubMed], [Google Scholar]
• Grainger, J. (2008). Cracking the orthographic code: An introduction. Language and Cognitive Processes, 23(1), 1–35. https://doi.org/10.1080/01690960701578013 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Grainger, J., Rey, A., & Dufau, S. (2008). Letter perception: From pixels to pandemonium. Trends in Cognitive Sciences, 12(10), 381–387. https://doi.org/10.1016/j.tics.2008.06.006 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Gregory, E., Landau, B., & McCloskey, M. (2011). Representation of object orientation in children: Evidence from mirror-image confusions. Visual Cognition, 19(8), 1035–1062. https://doi.org/10.1080/13506285.2011.610764 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Kanwisher, N., & Yovel, G. (2006). The fusiform face area: A cortical region specialized for the perception of faces. Philosophical Transactions of the Royal Society B: Biological Sciences, 361(1476), 2109–2128. https://doi.org/10.1098/rstb.2006.1934 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Kevan, A., & Pammer, K. (2008). Making the link between dorsal stream sensitivity and reading. NeuroReport, 19(4), 467–470. https://doi.org/10.1097/WNR.0b013e3282f5f7ad [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Kuznetsova, A., Brockhoff, P. B., & Christensen, H. B. (2017). lmerTest package: Tests in linear mixed effects models. Journal of Statistical Software, 82(13), 1–26. https://doi.org/10.18637/jss.v082.i13 [Crossref], [Web of Science ®], [Google Scholar]
• Lachmann, T. (2002). Reading disability as a deficit in functional coordination. In E. Witruk, A. D. Friederici, & T. Lachmann (Eds.), Basic functions of language, reading and reading disability (pp. 165–198). Springer US. https://doi.org/10.1007/978-1-4615-1011-6_11 [Crossref], [Google Scholar]
• Lachmann, T., & Geyer, T. (2003). Letter reversals in developmental dyslexia: Is the case really closed? A critical review and conclusions. Psychology Science, 45(Supplement 1), 53–75. [Google Scholar]
• Lachmann, T., & van Leeuwen, C. (2007). Paradoxical enhancement of letter recognition in developmental dyslexia. Developmental Neuropsychology, 31(1), 61–77. https://doi.org/10.1207/s15326942dn3101_4 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Lenth, R. (2016). Least-squares means: The R package lsmeans. Journal of Statistical Software, 69(1), 1–33. https://doi.org/10.18637/jss.v069.i01 [Crossref], [Web of Science ®], [Google Scholar]
• McCloskey, M. (2009). Visual reflections: A perceptual deficit and its implications. Oxford University Press. [Crossref], [Google Scholar]
• Nelson, R. O., & Peoples, A. (1975). A stimulus-response analysis of letter reversals. Journal of Reading Behavior, 7(4), 329–340. https://doi.org/10.1080/10862967509547152 [Crossref], [Google Scholar]
• Nicolson, R. I., & Fawcett, A. J. (2008). Dyslexia, learning, and the brain. MIT Press. [Crossref], [Google Scholar]
• Orton, S. T. (1925). Word-blindness in school children. Archives of Neurology & Psychiatry, 14(5), 581–615. https://doi.org/10.1001/archneurpsyc.1925.02200170002001 [Crossref], [Google Scholar]
• Pegado, F., Nakamura, K., Cohen, L., & Dehaene, S. (2011). Breaking the symmetry: Mirror discrimination for single letters but not for pictures in the visual word form area. NeuroImage, 55(2), 742–749. https://doi.org/10.1016/j.neuroimage.2010.11.043 [Crossref], [PubMed], [Google Scholar]
• Perea, M., Moret-Tatay, C., & Panadero, V. (2011). Suppression of mirror generalization for reversible letters: Evidence from masked priming. Journal of Memory and Language, 65(3), 237–246. https://doi.org/10.1016/j.jml.2011.04.005 [Crossref], [Google Scholar]
• Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11(1), 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-112842 [Crossref], [PubMed], [Google Scholar]
• Protopapas, A. (2007). Check vocal: A program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39(4), 859–862. https://doi.org/10.3758/BF03192979 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• R Core Team (2017). R: A language and environment for statistical computing (version 3.3.3). R: The R Project for Statistical Computing. RProject. (2021). https://www.R-project.org/ [Google Scholar]
• Rollenhagen, J. E., & Olson, C. R. (2000). Mirror-image confusion in single neurons of the macaque inferotemporal cortex. Science, 287(5457), 1506–1508. https://doi.org/10.1126/science.287.5457.1506 [Crossref], [PubMed], [Google Scholar]
• Schneps, M. H., Rose, L. T., & Fischer, K. W. (2007). Visual learning and the brain: Implications for dyslexia. Mind, Brain, and Education, 1(3), 128–139. https://doi.org/10.1111/j.1751-228X.2007.00013.x [Crossref], [Web of Science ®], [Google Scholar]
• Schott, G. D. (2007). Mirror writing: Neurological reflections on an unusual phenomenon. Journal of Neurology, Neurosurgery, and Psychiatry, 78(1), 5–13. https://doi.org/10.1136/jnnp.2006.094870 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Soares, A., Lages, A., Oliveira, H., & Hernández, J. (2019). The mirror reflects more for d than for b: Right asymmetry bias on the visual recognition of words containing reversal letters. Journal of Experimental Child Psychology, 182, 18–37. https://doi.org/10.1016/j.jecp.2019.01.008 [Crossref], [PubMed], [Google Scholar]
• Soares, A., Lages, A., Velho, M., Oliveira, H., & Hernández-Cabrera, J. A. (2021). The mirror reflects more for genial than for casual: Right-asymmetry bias on the visual word recognition of words containing non-reversal letters. Reading and Writing, 34, 1–23. https://doi.org/10.1007/S11145-020-10100-X [Crossref], [Google Scholar]
• Terepocki, M., Kruk, R. S., & Willows, D. M. (2002). The incidence and nature of letter orientation errors in reading disability. Journal of Learning Disabilities, 35(3), 214–233. https://doi.org/10.1177/002221940203500304 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, and Allied Disciplines, 45(1), 2–40. https://doi.org/10.1046/j.0021-9630.2003.00305.x [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Vidyasagar, T. R., & Pammer, K. (2010). Dyslexia: A deficit in visuo-spatial attention, not in phonological processing. Trends in Cognitive Sciences, 14(2), 57–63. https://doi.org/10.1016/j.tics.2009.12.003 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Wechsler, D. (2001). WISC-R: Wechsler intelligence scale for children-revised. [Escala de inteligencia de Wechsler para niños-Revisada]. TEA Ediciones. [Google Scholar]
• Winskel, H., & Kim, T. (2020). The mirror generalization process in reading: Evidence from Korean Hangul. Journal of Psycholinguistic Research, 50(2), 447–458. https://doi.org/10.1007/s10936-020-09736-1 [Crossref], [PubMed], [Google Scholar]
• Woloszyn, L., & Sheinberg, D. L. (2006). No lateral–vertical asymmetry in the processing of mirror images in the monkey. Journal of Vision, 6(6), 17a. https://doi.org/10.1167/6.6.17 [Crossref], [Google Scholar]
• Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. https://doi.org/10.1037/0033-2909.131.1.3 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Zoubrinetzky, R., Collet, G., Serniclaes, W., Nguyen-Morel, M.-A., & Valdois, S. (2016). Relationships between categorical perception of phonemes, phoneme awareness, and visual attention span in developmental dyslexia. PLoS ONE, 11(3), e0151015. https://doi.org/10.1371/journal.pone.0151015 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]