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

Visual Agnosia01:12

Visual Agnosia

Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round end"...
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.
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...

You might also read

Related Articles

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

Sort by
Same author

Assessing Interstimulus Interval and Waveform Effects on Vibrotactile Pattern Recognition on the Forearm for Transfemoral Prosthetic Sensory Feedback.

Sensors (Basel, Switzerland)·2026
Same author

Assessing Spatial and Spatiotemporal Tactile Working Memory Using Adaptive Staircase Procedures.

Sensors (Basel, Switzerland)·2026
Same author

Genetics of educational resilience after adverse childhood experiences.

EBioMedicine·2026
Same author

Generative modelling of continuous feature foraging reveals probabilistic representations of target distributions.

Attention, perception & psychophysics·2026
Same author

Perceptual Design and Evaluation of a Forearm-Based Vibrotactile Interface for Transfemoral Prosthetic Feedback.

Biomimetics (Basel, Switzerland)·2026
Same author

Saccade endpoints reflect attentional templates in visual search: Evidence from feature distribution learning.

Journal of vision·2026

Related Experiment Video

Updated: Jul 11, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Problems with visual statistical learning in developmental dyslexia.

Heida Maria Sigurdardottir1, Hilda Bjork Danielsdottir2, Margret Gudmundsdottir2

  • 1Department of Psychology, University of Iceland, Reykjavík, Iceland. heidasi@hi.is.

Scientific Reports
|April 6, 2017
PubMed
Summary

People with dyslexia show deficits in visual statistical learning, impacting their ability to recognize complex objects and words. This impaired learning may affect how brain regions process visual information.

More Related Videos

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Related Experiment Videos

Last Updated: Jul 11, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Developmental Psychology

Background:

  • Dyslexic readers exhibit impairments in recognizing complex objects and faces.
  • Hypoactivation in ventral visual stream regions is observed in individuals with dyslexia.
  • Visual statistical learning shapes responses in brain regions crucial for recognition.

Purpose of the Study:

  • To investigate whether individuals with dyslexia have a diminished capacity for visual statistical learning.
  • To determine if impaired visual statistical learning contributes to recognition deficits in dyslexia.

Main Methods:

  • Matched groups of dyslexic and typical readers participated in visual statistical learning tasks.
  • Participants learned to recognize pairs of novel shapes that frequently appeared together.
  • Group differences were analyzed, controlling for intelligence, shape memory, and spatial attention.

Main Results:

  • Dyslexic readers recognized fewer novel shape pairs compared to typical readers.
  • This difference suggests a deficit in visual statistical learning among individuals with dyslexia.
  • Group differences were not explained by intelligence, individual shape memory, or spatial attention.

Conclusions:

  • Deficits in visual statistical learning may be a contributing factor to recognition impairments in dyslexia.
  • Impaired learning could hinder the experience-driven shaping of neuronal responses in the ventral visual stream.
  • This may ultimately impact visual word and object recognition in individuals with dyslexia.