Dyslexia, the Amsterdam Way.

The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script.

Universal and language-specific predictors of early word reading in a foreign language: An analysis of the skills that underlie reading acquisition in three different orthographies.

A central question in the field of foreign language acquisition is whether the processes involved in reading development in a foreign language are universal or dependent on characteristics of the specific language involved. We investigated the impact of orthographic depth and writing system on word reading acquisition in a foreign orthography, by studying children who are proficient readers in the transparent alphabetic Dutch orthography and who learn to read simultaneously in the transparent alphabetic Spanish orthography, the nontransparent alphabetic French orthography and the nonalphabetic Chinese orthography. Results showed that the skills that underlie foreign language word reading are not universal, but are different for alphabetic and nonalphabetic orthographies, and are also different for transparent and nontransparent alphabetic orthographies, albeit to a lesser extent.

Positive-blank versus negative-blank feedback learning in children and adults.

In positive-blank feedback learning, positive feedback is given to a correct response whereas blank feedback is given to an incorrect response. Conversely, in negative-blank feedback learning, blank feedback is given to a correct response and negative feedback to an incorrect response. As blank feedback might be subjectively interpreted as signalling a correct response, negative-blank feedback might be more informative than positive-blank feedback, and thus may result in better performance.

Time course analyses of orthographic and phonological priming effects in developing readers.

It has been assumed that fluent reading requires efficient integration of orthographic and phonological codes. However, it is thus far unclear how this integration process develops when children learn to become fluent readers. Therefore, we used masked priming to investigate time courses of orthographic and phonological code activation in children at incremental levels of reading development (second, fourth and sixth grade).

Specifying theories of developmental dyslexia: a diffusion model analysis of word recognition.

The nature of word recognition difficulties in developmental dyslexia is still a topic of controversy. We investigated the contribution of phonological processing deficits and uncertainty to the word recognition difficulties of dyslexic children by mathematical diffusion modeling of visual and auditory lexical decision data. The first study showed that poor visual lexical decision performance of reading disabled children was mainly due to a delay in the evaluation of word characteristics, suggesting impaired phonological processing.

The information needs of new radiotherapy patients: how to measure? Do they want to know everything? And if not, why?

Purpose: To establish 1) further psychometric properties of the information preference for radiotherapy patients scale (IPRP); 2) what information new radiotherapy patients want to receive; 3) which patients have a lower information need.

Methods And Materials: Eligible patients (n = 159; response rate 54%) of 15 radiation oncologists completed the IPRP and provided background characteristics before their first radiotherapy consultation. Exclusion criteria were: age <18 years, having undergone radiotherapy before, unable to read and write Dutch, cognitive problems or a brain tumor.