Marita Partanen

Effects of speed, age, and amblyopia on the perception of motion-defined form.

We determined the effect of dot speed on the typical and atypical development of motion-defined form perception. Monocular motion coherence thresholds for orientation discrimination of motion-defined rectangles were determined at slow (0.1 deg/s), medium (0.9 deg/s) and fast (5.0 deg/s) dot speeds. First we examined typical development from age 4 to 31 years. We found that performance was most immature at the slow speed and in the youngest group of children (4-6 years). Next we measured motion-defined form perception in the amblyopic and fellow eyes of patients with amblyopia. Deficits were found in both eyes and were most pronounced at the slow speed. These results demonstrate the importance of dot speed to the development of motion-defined form perception. Implications regarding sensitive periods and the neural correlates of motion-defined form perception are discussed.

A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities

There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had typical reading performance in Grade 4, whereas there was 0.7% with poor word reading, 12.6% with poor reading comprehension, 2.5% with poor word reading and comprehension, and 12.2% with borderline performance. We also showed that there were similar proportions of children who had early versus late emerging reading difficulties; however, most of the late emerging poor readers recovered by Grade 7. Furthermore, our study showed that poor comprehenders showed poorer performance than typical readers on word reading, pseudoword decoding, and spelling between Grade 1 and Grade 7 and poorer performance on a working memory task in kindergarten. Overall, this study showed that most children recover from late emerging reading problems and that working memory may be an early indicator for reading comprehension difficulties.

Cortical Basis for Dichotic Pitch Perception in Developmental Dyslexia.

The current study examined auditory processing deficits in dyslexia using a dichotic pitch stimulus and functional MRI. Cortical activation by the dichotic pitch task occurred in bilateral Heschls gyri, right planum temporale, and right superior temporal sulcus. Adolescents with dyslexia, relative to age-matched controls, illustrated greater activity in left Heschls gyrus for random noise, less activity in right Heschls gyrus for all auditory conditions, and less activity in right superior temporal sulcus for a dichotic melody. Subsequent analyses showed that these group differences were attributable to dyslexic readers who performed poorly on the psychophysical task. Furthermore, behavioral performance on phonological reading was correlated to activity from dichotic conditions in right Heschls gyrus and right superior temporal sulcus. It is postulated that these differences between reader groups is primarily due to a noise exclusion deficit shown previously in dyslexia.

Neural Correlates of Speed-Tuned Motion Perception in Healthy Adults:

It has been suggested that slow and medium-to-fast speeds of motion may be processed by at least partially separate mechanisms. The purpose of this study was to establish the cortical areas activated during motion-defined form and global motion tasks as a function of speed, using functional magnetic resonance imaging. Participants performed discrimination tasks with random dot stimuli at high coherence, at coherence near their own thresholds, and for random motion. Stimuli were moving at 0.1 or 5 deg/s. In the motion-defined form task, lateral occipital complex, V5/MT+ and intraparietal sulcus showed greater activation by high or near-threshold coherence than by random motion stimuli; V5/MT+ and intraparietal sulcus demonstrated greater activation for 5 than 0.1 deg/s dot motion. In the global motion task, only high coherence stimuli elicited significant activation over random motion; this activation was primarily in nonclassical motion areas. V5/MT+ was active for all motion conditions and showed similar activation for coherent and random motion. No regions demonstrated speed-tuning effects for global motion. These results suggest that similar cortical systems are activated by slow- and medium-speed stimuli during these tasks in healthy adults.

Effect of reading intervention and task difficulty on orthographic and phonological reading systems in the brain

Children with poor reading skills have differences in brain function when compared to typically-developing readers, and there may also be changes in the brain following reading intervention. However, most functional imaging studies focus on phonological reading tasks with one level of task difficulty. The purpose of this study was to compare good and poor readers on functional magnetic resonance imaging (fMRI) tasks of orthography (spelling) and phonology (rhyming) before and after 3 months of school-based intervention. These tasks were also modulated by task difficulty based on printed word frequency. The results showed that primarily left hemisphere regions were activated for the spelling and rhyming tasks, and poor readers showed a pattern of increased activation in bilateral inferior frontal, bilateral insula, right parietal, and left cerebellum following intervention. Activity in left pars triangularis and right parietal regions were associated with gains in decoding skills. Intervention effects appeared across blocks of easy and difficult words, except for the right parietal cortex. In this region, poor readers had greater activity on the easy word blocks after intervention, which indicates that there was increased recruitment of the right parietal cortex for relatively easy words. These results indicate that effects of intervention may be more evident on phonological tasks in comparison to orthographic tasks, and some of these effects may be modulated by relative task difficulty.