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.

English Grammar Skills in Dutch Grade 4 Children: Examining the Relation Between L1 and L2 Language Skills.

Second language proficiency may be related to first language acquisition (Ganschow & Sparks, 1991), but relatively little is known about the relation between first and second language grammatical proficiency in primary school children who are in their first stages of foreign language learning. This study aims to determine whether differences in Dutch and English vocabulary and Dutch grammar skills predict differences in English grammatical proficiency in Dutch speaking children who are in grade 4 in primary school. The selected participants are monolingual Dutch pupils (N = 152), aged 9;0-10;0.

Corrigendum: Graph Analysis of EEG Functional Connectivity Networks During a Letter-Speech Sound Binding Task in Adult Dyslexics.

[This corrects the article DOI: 10.3389/fpsyg.2021.

Graph Analysis of EEG Functional Connectivity Networks During a Letter-Speech Sound Binding Task in Adult Dyslexics.

We performed an EEG graph analysis on data from 31 typical readers (22.27 ± 2.53 y/o) and 24 dyslexics (22.

The arrow of time: Advancing insights into action control from the arrow version of the Eriksen flanker task.

Since its introduction by B. A. Eriksen and C.

A consensus guide to capturing the ability to inhibit actions and impulsive behaviors in the stop-signal task.

Response inhibition is essential for navigating everyday life. Its derailment is considered integral to numerous neurological and psychiatric disorders, and more generally, to a wide range of behavioral and health problems. Response-inhibition efficiency furthermore correlates with treatment outcome in some of these conditions.

EEG Resting State Functional Connectivity in Adult Dyslexics Using Phase Lag Index and Graph Analysis.

Developmental dyslexia may involve deficits in functional connectivity across widespread brain networks that enable fluent reading. We investigated the large-scale organization of electroencephalography (EEG) functional networks at rest in 28 dyslexics and 36 typically reading adults. For each frequency band (delta, theta alpha and beta), we assessed functional connectivity strength with the phase lag index (PLI).

Atypical White Matter Connectivity in Dyslexic Readers of a Fairly Transparent Orthography.

Atypical structural properties of the brain's white matter bundles have been associated with failing reading acquisition in developmental dyslexia. Because these white matter properties may show dynamic changes with age and orthographic depth, we examined fractional anisotropy (FA) along 16 white matter tracts in 8- to 11-year-old dyslexic (DR) and typically reading (TR) children learning to read in a fairly transparent orthography (Dutch). Our results showed higher FA values in the bilateral anterior thalamic radiations of DRs and FA values of the left thalamic radiation scaled with behavioral reading-related scores.

Peer-Influence on Risk-Taking in Male Adolescents with Mild to Borderline Intellectual Disabilities and/or Behavior Disorders.

This study aimed to disentangle the effects of Mild-to-Borderline Intellectual Disability (MBID) and Behavior Disorders (BD)on risk taking in circumstances where peer influence was absent or present. We studied 319 adolescents in four groups: MBID-only, MBID+BD, BD-only, and typically developing controls. The Balloon Analogue Risk-Task (BART), in a solo or peer condition, was used as a proxy of real-life risk-taking.

How Do Children Deal With Conflict? A Developmental Study of Sequential Conflict Modulation.

This study examined age-related differences in sequential conflict modulation (SCM), elicited in three tasks requiring the inhibition of pre-potent responses; a Simon task, an S-R compatibility (SRC) task and a hybrid Choice-reaction/NoGo task. The primary focus was on age-related changes in performance changes following a conflict trial. A secondary aim was to assess whether SCM follows different developmental trajectories depending on the type of conflict elicited by the tasks.

Predicting Individual Differences in Reading and Spelling Skill With Artificial Script-Based Letter-Speech Sound Training.

In this study, we examined the learning of letter-speech sound correspondences within an artificial script and performed an experimental analysis of letter-speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter-speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script. Our results demonstrated that brief training is moderately successful in differentiating dyslexic readers from normal readers in their ability to learn letter-speech sound correspondences.

Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies.

We use a neurocognitive perspective to discuss the contribution of learning letter-speech sound (L-SS) associations and visual specialization in the initial phases of reading in dyslexic children. We review findings from associative learning studies on related cognitive skills important for establishing and consolidating L-SS associations. Then we review brain potential studies, including our own, that yielded two markers associated with reading fluency.

Neural Mechanisms Underlying Compensatory and Noncompensatory Strategies in Risky Choice.

Individuals may differ systematically in their applied decision strategies, which has critical implications for decision neuroscience but is yet scarcely studied. Our study's main focus was therefore to investigate the neural mechanisms underlying compensatory versus noncompensatory strategies in risky choice. Here, we compared people using a compensatory expected value maximization with people using a simplified noncompensatory loss-minimizing choice strategy.

What happens when children encounter an error?

The current study presents the results of two experiments designed to assess developmental change in post-error slowing (PES) across an age range extending from 5 to 25 years. Both experiments employed two-choice tasks and manipulated response-to-stimulus intervals (RSIs). The results showed that PES decreased with advancing age; a disproportional developmental trend was observed in experiment 2 while the age-related change in PES in experiment 1 was similar to the developmental decrease in basic response speed.

A Randomized Controlled Trial on The Beneficial Effects of Training Letter-Speech Sound Integration on Reading Fluency in Children with Dyslexia.

Unlabelled: A recent account of dyslexia assumes that a failure to develop automated letter-speech sound integration might be responsible for the observed lack of reading fluency. This study uses a pre-test-training-post-test design to evaluate the effects of a training program based on letter-speech sound associations with a special focus on gains in reading fluency. A sample of 44 children with dyslexia and 23 typical readers, aged 8 to 9, was recruited.

BIS/BAS sensitivity and emotional modulation in a prepulse-inhibition paradigm: A brain potential study.

We investigated whether prepulse inhibition (PPI) is sensitive to emotion modulation vis-à-vis individual differences in the sensitivity of the behavioral inhibition system (BIS) and behavioral activation system (BAS). Participants (n=50) performed a PPI task while recording the eyeblink reflex and auditory evoked potentials (i.e.

Crossmodal deficit in dyslexic children: practice affects the neural timing of letter-speech sound integration.

A failure to build solid letter-speech sound associations may contribute to reading impairments in developmental dyslexia. Whether this reduced neural integration of letters and speech sounds changes over time within individual children and how this relates to behavioral gains in reading skills remains unknown. In this research, we examined changes in event-related potential (ERP) measures of letter-speech sound integration over a 6-month period during which 9-year-old dyslexic readers (n = 17) followed a training in letter-speech sound coupling next to their regular reading curriculum.

Cardiac and electro-cortical concomitants of social feedback processing in women.

This study provides a joint analysis of the cardiac and electro-cortical-early and late P3 and feedback-related negativity (FRN)-responses to social acceptance and rejection feedback. Twenty-five female participants performed on a social- and age-judgment control task, in which they received feedback with respect to their liking and age judgments, respectively. Consistent with previous reports, results revealed transient cardiac slowing to be selectively prolonged to unexpected social rejection feedback.

Cool Decision-Making in Adolescents with Behavior Disorder and/or Mild-to-Borderline Intellectual Disability.

Adolescents with Behavior Disorders (BD), Mild-to-Borderline Intellectual Disability (MBID), and with both BD and MBID (BD + MBID) are known to take more risks than normal controls. To examine the processes underlying this increased risk-taking, the present study investigated cool decision-making strategies in 479 adolescents (12-18 years, 55.9 % male) from these four groups.

The effect of horizontal eye movements on free recall: a preregistered adversarial collaboration.

A growing body of research has suggested that horizontal saccadic eye movements facilitate the retrieval of episodic memories in free recall and recognition memory tasks. Nevertheless, a minority of studies have failed to replicate this effect. This article attempts to resolve the inconsistent results by introducing a novel variant of proponent-skeptic collaboration.

Reduced neural integration of letters and speech sounds in dyslexic children scales with individual differences in reading fluency.

The acquisition of letter-speech sound associations is one of the basic requirements for fluent reading acquisition and its failure may contribute to reading difficulties in developmental dyslexia. Here we investigated event-related potential (ERP) measures of letter-speech sound integration in 9-year-old typical and dyslexic readers and specifically test their relation to individual differences in reading fluency. We employed an audiovisual oddball paradigm in typical readers (n = 20), dysfluent (n = 18) and severely dysfluent (n = 18) dyslexic children.

Brain-potential analysis of visual word recognition in dyslexics and typically reading children.

The specialization of visual brain areas for fast processing of printed words plays an important role in the acquisition of reading skills. Dysregulation of these areas may be among the deficits underlying developmental dyslexia. The present study examines the specificity of word activation in dyslexic children in 3rd grade by comparing early components of brain potentials elicited by visually presented words vs.

Development of response activation and inhibition in a selective stop-signal task.

To gain more insight into the development of action control, the current brain potential study examined response selection, activation, and selective inhibition during choice- and stop-signal processing in three age groups (8-, 12-, and 21-year-olds). Results revealed that age groups differed in the implementation of proactive control; children slowed their go response and showed reduced cortical motor output compared to adults. On failed inhibition trials, children were less able than adults to suppress muscle output resulting in increased partial-inhibition rates.

A diffusion model analysis of developmental changes in children's task switching.

This study aimed to investigate the underlying processes of the development of cognitive flexibility between childhood and young adulthood. We performed a diffusion model analysis on the reaction time and accuracy data from four age groups (7-, 11-, 15-, and 21-year-olds), who performed a task-switching task. We decomposed the data into processes related to the reconfiguration of the cognitive system to a new goal (i.