Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Bias01:22

Bias

Bias refers to any tendency that prevents a question from being considered unprejudiced. In research, bias occurs when one outcome or answer is selected or encouraged over others in sampling or testing. Bias can occur during any research phase, including study design, data collection, analysis, and publication.
In statistics, a sampling bias is created when a sample is collected from a population, and some members of the population are not as likely to be chosen as others (remember, each member...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Novel localizations of TRPC5 channels suggest novel and unexplored roles: A study in the chick embryo brain.

Developmental neurobiology·2021
Same author

Melanin-concentrating hormone (MCH) neurons in the developing chick brain.

Brain research·2018
Same author

Optimized CUBIC protocol for three-dimensional imaging of chicken embryos at single-cell resolution.

Development (Cambridge, England)·2017
Same author

Dual-route imitation in preschool children.

Acta psychologica·2016
Same author

Activation of state-regulating neurochemical systems in newborn and embryonic chicks.

Neuroscience·2016
Same author

A proposed mechanism for rapid adaptation to spectrally distorted speech.

The Journal of the Acoustical Society of America·2015

Related Experiment Video

Updated: Jun 20, 2026

Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
09:38

Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities

Published on: January 29, 2014

Auditory stream biasing in children with reading impairments.

Tialee Ouimet1, Evan Balaban

  • 1McGill University, Montreal, Que., Canada H3A 1B1.

Dyslexia (Chichester, England)
|August 22, 2009
PubMed
Summary

Children with reading impairments show differences in auditory processing, specifically in how they integrate sound sequences. Musical experience influences these auditory differences in reading-impaired individuals.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Auditory Neuroscience

Background:

  • Reading impairments are linked to auditory processing deficits.
  • Auditory stream biasing reflects global auditory temporal processing.

Purpose of the Study:

  • To investigate auditory stream biasing in children with reading impairments.
  • To explore the role of musical experience in auditory processing in reading impairments.

Main Methods:

  • Participants (reading-impaired children, controls, adults) heard sound sequences to assess auditory stream biasing.
  • Variable delay intervals were used between sound sequences.
  • Proportion of streamed responses was measured.

Main Results:

More Related Videos

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Related Experiment Videos

Last Updated: Jun 20, 2026

Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
09:38

Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities

Published on: January 29, 2014

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

  • Reading-impaired children exhibited significantly fewer streamed responses compared to controls and adults.
  • Musical experience modulated streamed responses in reading-impaired children.
  • Even with musical experience, reading-impaired participants differed from musically experienced controls.

Conclusions:

  • Reading impairments are associated with global auditory integration differences.
  • Musical experience is a crucial factor to consider in auditory processing research for reading impairments.