The effects of the constancy of location and order in working memory visual-phonological binding of children with dyslexia

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
Enrico ToffaliniCesare Cornoldi

Abstract

It has been suggested that children with dyslexia have difficulties in visual-phonological working memory (WM) binding, supporting the hypothesis that this ability is crucial in the formation of associations between written forms and phonological codes required by reading. However, research on this topic is currently scarce and has not clarified to what extent binding may be supported by spatial and temporal information. The present study examined visual-phonological WM binding performance in a group of children with dyslexia compared to a control group of typically developing children matched for age, gender, and grade. Children had to memorize ephemeral associations between meaningless shapes and nonwords, with stimuli presented in either fixed or variable spatial locations, and in either fixed or variable temporal order across trials; performance was assessed using a recognition task. Results showed that children with dyslexia have a deficit in visual-phonological WM binding in every presentation condition and that, unlike control children, they are not able to use fixed spatial locations as an aid to bind information. Crucially, however, children with dyslexia still benefit from the presentation of stimuli in a fixed tempor...Continue Reading

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Citations

Nov 10, 2018·Dyslexia : the Journal of the British Dyslexia Association·Enrico ToffaliniCesare Cornoldi
Feb 2, 2019·Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence·Ricardo Basso GarciaCesare Cornoldi
Sep 28, 2021·Dyslexia : the Journal of the British Dyslexia Association·Mary AltShelley Gray

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