U-VIP Unit for Visually Impaired People, Istituto Italiano di Tecnologia, Genoa, Italy.
Faculty of Educational Studies, Adam Mickiewicz University, Poznan, Poland.
Dev Sci. 2020 Sep;23(5):e12977. doi: 10.1111/desc.12977. Epub 2020 Jun 14.
Dyslexia has been associated with a problem in visual-audio integration mechanisms. Here, we investigate for the first time the contribution of unisensory cues on multisensory audio and visual integration in 32 dyslexic children by modelling results using the Bayesian approach. Non-linguistic stimuli were used. Children performed a temporal task: they had to report whether the middle of three stimuli was closer in time to the first one or to the last one presented. Children with dyslexia, compared with typical children, exhibited poorer unimodal thresholds, requiring greater temporal distance between items for correct judgements, while multisensory thresholds were well predicted by the Bayesian model. This result suggests that the multisensory deficit in dyslexia is due to impaired audio and visual inputs rather than impaired multisensory processing per se. We also observed that poorer temporal skills correlated with lower reading skills in dyslexic children, suggesting that this temporal capability can be linked to reading abilities.
阅读障碍与视觉-听觉整合机制的问题有关。在这里，我们首次通过使用贝叶斯方法对模型结果进行研究，调查了 32 名阅读障碍儿童的单一感觉线索对多感觉音频和视觉整合的贡献。使用非语言刺激。孩子们进行了一项时间任务：他们必须报告三个刺激物中间的一个与第一个刺激物或最后一个刺激物在时间上更接近。与典型儿童相比，阅读障碍儿童的单模态阈值较差，需要在项目之间有更大的时间距离才能做出正确的判断，而多模态阈值可以很好地通过贝叶斯模型进行预测。这一结果表明，阅读障碍症中的多感官缺陷是由于听觉和视觉输入受损，而不是多感官处理本身受损。我们还观察到，阅读障碍儿童的时间技能较差与阅读能力较低相关，这表明这种时间能力可以与阅读能力相关联。
