Project DyAdd: Non-linguistic Theories of Dyslexia Predict Intelligence.

Two themes have puzzled the research on developmental and learning disorders for decades. First, some of the risk and protective factors behind developmental challenges are suggested to be shared and some are suggested to be specific for a given condition. Second, language-based learning difficulties like dyslexia are suggested to result from or correlate with non-linguistic aspects of information processing as well.

Project DyAdd: implicit learning in adult dyslexia and ADHD.

In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18-55 years) with dyslexia (n = 36) or with attention deficit/hyperactivity disorder (ADHD, n = 22) and in controls (n = 35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups.

Simultaneity learning in vision, audition, tactile sense and their cross-modal combinations.

Latencies of sensory neurons vary depending on stimulus variables such as intensity, contrast, distance and adaptation. Therefore, different parts of an object and simultaneous environmental events could often elicit non-simultaneous neural representations. However, despite the neural discrepancies of timing, our actions and object perceptions are usually veridical.