The effects that media can have on task performance have been greatly debated over the years. Whilst agreement has begun to emerge on the effects media has on cognitive performance, little is understood about the relationship between such media effects and individual differences such as individuals who have dyslexia. This paper presents findings from a study that investigated the effects comput...

Accounting for phonetic variability across talkers is a core challenge in speech perception. Cognitive models of word recognition address variability by employing either episodic or talker-normalization based approaches. In developmental dyslexia, a “phonological deficit” is thought to impair the acquisition of typical reading ability; however, no connection has yet been made between such a pho...

This study investigated global versus local pitch pattern perception in children with dyslexia aged between 8 and 11 years. Children listened to two consecutive 4-tone pitch sequences while performing a same/different task. On the different trials, sequences either preserved the contour (local condition) or they violated the contour (global condition). Compared to normally developing children, ...

Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most focused on phonological as a risk factor for dyslexia, although there is considerable diversity in underlying causes this difficulty. Specifically, relationship between phonology, derivational morphology, dyslexia Finnish language remains unclear. In present study, we us...

We examine whether attention deficits underlie developmental dyslexia, or certain types of dyslexia, by presenting double dissociations between the two. We took into account the existence of distinct types of dyslexia and of attention deficits, and focused on dyslexias that may be thought to have an attentional basis: letter position dyslexia (LPD), in which letters migrate within words, attent...