Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Language and Cognition

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.

Learning Disabilities

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...

Attention-Deficit/Hyperactivity Disorder

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....

Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

You might also read

Related Articles

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

Sort by

Same author

Predictable modality transitions and meaningful stimuli facilitate sequential statistical learning between sensory modalities.

Journal of experimental psychology. Learning, memory, and cognition·2026

Same author

Striato-cortical connectivity patterns predict clinical profiles in Huntington's disease.

NeuroImage. Clinical·2025

Same author

Anticipating multisensory environments: Evidence for a supra-modal predictive system.

Cognition·2024

Same author

Relishing the taste of food.

Nature food·2023

Same author

Prunus persica in science, literature and art.

Nature food·2023

Same author

Why pair food and drink.

Nature food·2023

Search research articles

Related Experiment Video

Updated: May 3, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Multisensory integration and attention in developmental dyslexia.

Vanessa Harrar¹, Jonathan Tammam², Alexis Pérez-Bellido³

¹Department of Experimental Psychology, University of Oxford, Oxford OX1 3UD, UK.

Current Biology : CB

|February 18, 2014

Summary

Developmental dyslexia impacts reading and spelling. This study found dyslexic individuals exhibit sluggish attention shifting from visual to auditory stimuli, suggesting unique crossmodal attention patterns.

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Related Experiment Videos

Last Updated: May 3, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Area of Science:

Cognitive Neuroscience
Developmental Psychology

Background:

Developmental dyslexia affects 5%-10% of the population, leading to reading and spelling difficulties.
Known differences exist in how dyslexics process low-level visual and auditory stimuli.
Audiovisual multisensory processing in dyslexia remains largely unexplored.

Purpose of the Study:

To investigate audiovisual integration in individuals with developmental dyslexia.
To determine if dyslexics exhibit differences in multisensory processing compared to controls.
To explore the role of magnocellular pathways in audiovisual integration deficits in dyslexia.

Main Methods:

Utilized the redundant target effect (RTE) paradigm to assess audiovisual integration.
Compared reaction times (RTs) to multisensory stimuli with predictions from Miller's race model.
Examined attention shifting between visual and auditory modalities.

Main Results:

Individuals with dyslexia demonstrated sluggish attention shifting (SAS) specifically when shifting from visual to auditory attention.
No significant differences were observed in other tested conditions.
Results indicate asymmetric crossmodal attention shifting in dyslexics.

Conclusions:

Dyslexic individuals distribute crossmodal attention resources differently than controls.
Asymmetric attention shifting patterns influence multisensory response patterns in dyslexia.
Future dyslexia interventions should consider these asymmetric crossmodal attention shifts.