Abstract
Complex task performance characteristically involves multiple-modal sensory perception. Would the learning of a new task by visual and visuomotor practice also results in improved performance in the auditory-phonemic modality? Dyslexics (one group of 14 adults and another of 17 children) who were impaired in reading and phonemic abilities, were characterized by a wide region of visual attention. They practiced a regimen comprised of novel hand-eye coordination tasks (art work and the like) and reading single words with a mask (a small window in a blank sheet), together for 50 minutes to 2 hours per day over 4 to 8 months. As a result of the practice the dyslexics learned a new perceptual strategy, which was expressed by narrowing the region of visual attention and concurrently improved reading significantly. Tests of auditory-phonemic skills and reading of nonsense words (considered as a measure for phonemic awareness) also showed a significant improvement although auditory-phonemic practice was not included in the regimen. This improvement of the psycho-auditory skill as a consequence of a regimen, which includes only hand-eye coordination practice together with visual recognition of single words, indicates close cross-modal interactions. That suggests two possibilities. Either a strategy is sensory-modality specific, and once it is learned by that modality there can be a "spill-over" to other modalities by association. Or, there is a general perceptual strategy which governs perception, i.e. once a strategy is learned in one sensory modality it is learned for other modalities.
| Original language | English |
|---|---|
| Journal | Journal of Vision |
| Volume | 1 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2001 |
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ASJC Scopus subject areas
- Ophthalmology
Cite this
Cross-modal perceptual learning as demonstrated in dyslexics. / Geiger, Gadi; Lorusso, M. L.; Pesenti, S.; Facoetti, A.; Cattaneo, C.; Lettvin, J.
In: Journal of Vision, Vol. 1, No. 3, 2001.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Cross-modal perceptual learning as demonstrated in dyslexics
AU - Geiger, Gadi
AU - Lorusso, M. L.
AU - Pesenti, S.
AU - Facoetti, A.
AU - Cattaneo, C.
AU - Lettvin, J.
PY - 2001
Y1 - 2001
N2 - Complex task performance characteristically involves multiple-modal sensory perception. Would the learning of a new task by visual and visuomotor practice also results in improved performance in the auditory-phonemic modality? Dyslexics (one group of 14 adults and another of 17 children) who were impaired in reading and phonemic abilities, were characterized by a wide region of visual attention. They practiced a regimen comprised of novel hand-eye coordination tasks (art work and the like) and reading single words with a mask (a small window in a blank sheet), together for 50 minutes to 2 hours per day over 4 to 8 months. As a result of the practice the dyslexics learned a new perceptual strategy, which was expressed by narrowing the region of visual attention and concurrently improved reading significantly. Tests of auditory-phonemic skills and reading of nonsense words (considered as a measure for phonemic awareness) also showed a significant improvement although auditory-phonemic practice was not included in the regimen. This improvement of the psycho-auditory skill as a consequence of a regimen, which includes only hand-eye coordination practice together with visual recognition of single words, indicates close cross-modal interactions. That suggests two possibilities. Either a strategy is sensory-modality specific, and once it is learned by that modality there can be a "spill-over" to other modalities by association. Or, there is a general perceptual strategy which governs perception, i.e. once a strategy is learned in one sensory modality it is learned for other modalities.
AB - Complex task performance characteristically involves multiple-modal sensory perception. Would the learning of a new task by visual and visuomotor practice also results in improved performance in the auditory-phonemic modality? Dyslexics (one group of 14 adults and another of 17 children) who were impaired in reading and phonemic abilities, were characterized by a wide region of visual attention. They practiced a regimen comprised of novel hand-eye coordination tasks (art work and the like) and reading single words with a mask (a small window in a blank sheet), together for 50 minutes to 2 hours per day over 4 to 8 months. As a result of the practice the dyslexics learned a new perceptual strategy, which was expressed by narrowing the region of visual attention and concurrently improved reading significantly. Tests of auditory-phonemic skills and reading of nonsense words (considered as a measure for phonemic awareness) also showed a significant improvement although auditory-phonemic practice was not included in the regimen. This improvement of the psycho-auditory skill as a consequence of a regimen, which includes only hand-eye coordination practice together with visual recognition of single words, indicates close cross-modal interactions. That suggests two possibilities. Either a strategy is sensory-modality specific, and once it is learned by that modality there can be a "spill-over" to other modalities by association. Or, there is a general perceptual strategy which governs perception, i.e. once a strategy is learned in one sensory modality it is learned for other modalities.
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UR - http://www.scopus.com/inward/citedby.url?scp=4143128954&partnerID=8YFLogxK
U2 - 10.1167/1.3.249
DO - 10.1167/1.3.249
M3 - Article
AN - SCOPUS:4143128954
VL - 1
JO - Journal of Vision
JF - Journal of Vision
SN - 1534-7362
IS - 3
ER -