Deborah Giaschi

The maturation of form and motion perception in school age children

The purpose of the current study was to investigate the maturation of form and motion perception, specifically the component visual abilities involved in the identification of motion-defined form, in children ranging in age from 3 to 12 years. Experiment 1 compared the maturation of motion-defined and texture-defined shape identification. Minimum speed thresholds on the motion-defined shape task decreased until age 7 years. Orientation difference thresholds on the texture-defined shape task decreased until age 11 years. Experiment 2 compared the maturation of global motion and global texture direction discrimination. Coherence thresholds on both tasks were similar in children of all ages and adults. Experiment 3 compared the maturation of direction discrimination on motion coherence and motion displacement tasks. Maximum displacement thresholds (Dmax) increased until age 7 years. The results are discussed with respect to the maturation of M/dorsal and P/ventral visual pathways.

Deficient motion perception in the fellow eye of amblyopic children

The extent of motion processing deficits and M/dorsal pathway involvement in amblyopia is unclear. Fellow eye performance was assessed in amblyopic children for motion-defined (MD) form, global motion, and maximum displacement (Dmax) tasks. Group performance on MD form was significantly worse in amblyopic children than in control children. Global motion deficits were significantly related to residual binocular function. Abnormally elevated Dmax thresholds were most prevalent in children with anisometropia. Our findings from these three uncorrelated tasks implicate involvement of binocular motion-sensitive mechanisms in the neural deficits of amblyopic children with strabismic, anisometropic, and aniso-strabismic etiologies.

M-Stream Deficits and Reading-Related Visual Processes in Developmental Dyslexia

Some visual processing deficits in developmental dyslexia have been attributed to abnormalities in the subcortical M stream and/or the cortical dorsal stream of the visual pathways. The nature of the relationship between these visual deficits and reading is unknown. The purpose of the present article was to characterize reading-related perceptual processes that may link the visual deficits to reading problems. We identified contrast sensitivity, position encoding, oculomotor control, visual attention, parafoveal/foveal interactions, and saccadic suppression as potential reading-related dorsal stream processes. We then evaluated the role of each process in reading and the status of each process in dyslexia. In theory, a number of dorsal stream processes (e.g., oculomotor control and visual attention) might contribute to reading problems in developmental dyslexia. More work is needed to demonstrate the connection empirically.

Children with dyslexia: evidence for visual attention deficits in perception of rapid sequences of objects

The attentional blink (AB) refers to a decrease in accuracy that occurs when observers are required to identify, detect or classify the second of two rapidly-sequential targets. The AB is typically attributed to an inability to rapidly reallocate attentional resources from the first to the second target. Thus, it provides an ideal tool to investigate how visual attention is rapidly allocated to sequences of stimuli such as occurs when reading. In the present work, we compared the magnitude of the AB in children with developmental dyslexia to reading-matched and age-matched control groups. In Experiment 1, when two targets were presented in the same spatial location, the AB deficit was similar in the reading-matched and dyslexic groups, but greater in the dyslexic group than in age-matched controls. In Experiment 2, when targets were presented in different spatial locations, performance in the dyslexic group was worse than the age-matched controls and marginally worse than the reading-matched controls. Taken together, the results argue for developmental delays in the ability of children with dyslexia to allocate attention to rapidly-sequential stimuli, as well as some evidence for difficulties that are unique to this group.

Dichotic Pitch: A new stimulus distinguishes normal and dyslexic auditory function

TWO patterns of appropriately filtered acoustic white noise can be binaurally fused by the human auditory system to extract pitch and location information that is not available to either ear alone. This phenomenon is called dichotic pitch. Here we present a new method for generating more effective and useful dichotic pitch stimuli. These novel stimuli allow the psychophysical assessment of dichotic pitch detection thresholds. We show that dichotic pitch detection is significantly impaired in individuals with developmental dyslexia, as compared to average readers. These results suggest a low-level auditory deficit associated with dyslexia and also demonstrate the potential value of our new dichotic pitch stimuli for assessment of auditory processing.

Psychophysical Indexes of Temporal Processing Abnormalities in Children With Developmental Dyslexia

Children with dyslexia and children progressing normally in reading performed several perceptual tasks to determine (a) the psychophysical measures that best differentiate children with dyslexia from children with average reading abilities; (b) the extent of temporal processing deficits in a single, well-defined group of children with dyslexia; and (c) the co-occurrence of visual and auditory temporal processing deficits in children with dyslexia. 4 of our 12 psychophysical tasks indicated differences in temporal processing ability between children with dyslexia and children with good reading skills. These included 2 auditory tasks (dichotic pitch perception and FM tone discrimination) and 2 visual tasks (global motion perception and contrast sensitivity). The battery of 12 tasks successfully classified 80% of the children into their respective reading-level groups. Within the group of children with dyslexia who had temporal processing deficits, most were affected in either audition or vision; few children were affected in both modalities. The observed deficits suggest that impaired temporal processing in dyslexia is most evident on tasks that require the ability to synthesize local, temporally modulated inputs into a global percept and the ability to extract the resultant global percept from a noisy environment.

Abnormal spatial selection and tracking in children with amblyopia

We assessed 18 children with unilateral amblyopia and 30 age-matched controls on one low-level and three high-level motion tasks. Children with amblyopia showed similar performance to controls in both amblyopic and fellow eyes on a low-level global motion task and on a high-level 2-dot apparent motion task. Performance on both single-object and multiple-object attentive tracking tasks was significantly depressed in both amblyopic and fellow eyes relative to controls. These findings suggest that binocular regions of posterior parietal cortex likely contribute to a deficit in voluntary, spatial attention that is a component of amblyopia.

Navigational skills correlate with hippocampal fractional anisotropy in humans.

Individuals vary widely in their ability to orient within the environment. We used diffusion tensor imaging to investigate whether this ability, as measured by navigational performance in a virtual environment, correlates with the anatomic structural properties of the hippocampus, i.e., fractional anisotropy. We found that individuals with high fractional anisotropy in the right hippocampus are (a) faster in forming a cognitive map of the environment, and (b) more efficient in using this map for the purpose of orientation, than individuals with low fractional anisotropy. These results are consistent with the role of the hippocampus in navigation, and suggest that its microstructural properties may contribute to the intersubject variability observed in spatial orientation.

The effect of disrupting the human magnocellular pathway on global motion perception.

The purpose of this study was to demonstrate the effect of human magnocellular (M)-pathway disruption on global motion perception. Coherence thresholds for global motion direction discrimination in random dot patterns were determined at slow and moderate dot speeds: (1) after adaptation to full-field sinusoidal flicker or a steady gray field, and (2) on a red or a gray background. Adaptation to flicker and a red background increased motion coherence thresholds relative to the gray baseline conditions at both dot speeds. Physiological studies have shown that M cells in the retina and LGN are inhibited by red light and are a main contributor to flicker perception in monkeys. Therefore, our results suggest that interference with processing in the subcortical M pathway disrupts higher-level motion integration.

Development of motion-defined figure-ground segregation in preschool and older children, using a letter-identification task

Background Three-month-old infants can discriminate motion-defined (MD) form, but we do not know the age at which this ability reaches adult levels. Previous psychophysical evidence suggests that different neural mechanisms are involved in the processing of luminance-defined (LD) and MD spatial form in adults. This difference may be reflected in the development of LD versus MD form identification in children. Methods We measured speed threshold for identifying MD letters, letter-chart (i.e., Snellen) acuity for high-contrast LD letters and single-letter acuity for highand low-contrast LD letters. Forty-seven children between 3 and 12 years of age and 20 adult subjects were tested. Results Development to the adult level was observed as follows: low-contrast single-letter acuity before 3 years; high-contrast single-letter acuity by 5 to 6 years; the ability to identify MD letters by 7 to 8 years; letter-chart acuity by 9 to TO years. Conclusions MD form identification continues to mature in preschool children. LD form identification also matures in this age group but with a different time course. MD letters are not equivalent to low-contrast letters developmentally. Our findings provide further support for the hypothesis that the spatial aspects of MD and LD form are processed separately to some extent.