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Evidence has indicated that the size of the visual span (the number of identifiable letters without movement of the eyes) and reading speed can be boosted through perceptual learning in alphabetic scripts. In this study, we investigated whether benefits of perceptual learning could be extended to visual-span size and sentence reading (all characters are presented at the same time) for Chinese characters and explored changes in sensory factors contributing to changes in visual-span size following training.
This article was published in the following journal.
Name: Investigative ophthalmology & visual science
This study examined the role of visual statistical learning in reading and writing and its relationship to orthographic awareness in Hong Kong Chinese children with and without developmental dyslexia....
It is controversial whether providing visual word segmentation cues can improve Chinese reading performance. This study investigated this topic by examining how visual word segmentation cues such as g...
A visual attention span (VAS) deficit has been widely reported in the Developmental Dyslexia (DD) literature, however, consensus regarding what underlies this problem and the nature of its relationshi...
: The visual span (i.e., an estimate of the number of letters that can be recognized reliably on a single glance) is widely considered to impose an important sensory limitation on reading speed. With ...
Reading in alphabetic orthography requires analysis and recognition of specific attributes of visual stimuli, and generation, reactivation, and use of mental images of letters and words. This study ev...
The present project will therefore focus upon those processes related to visual attention and perceptual abilities and on their potential to explain reading behavior and reading problems i...
This study evaluates the efficacy of visual perceptual learning for the treatment of visual field defect caused by brain damage. Half of participants will receive visual perceptual trainin...
Reading can be an uncomfortable and difficult task for some people. Symptoms include unpleasant somatic and perceptual effects, such as eye-strain, headache, and blurred text, despite norm...
To compare the effects of perceptual learning with patching on improving visual acuity and contrast sensitivity in payient with anisometropic amblyopia.
This study is designed to: 1. Implement a Web platform intended to host perceptual learning modules (PLMs) 2. Implement and assess a PLM designed to improve the capacity of first-yea...
Visual impairments limiting one or more of the basic functions of the eye: visual acuity, dark adaptation, color vision, or peripheral vision. These may result from EYE DISEASES; OPTIC NERVE DISEASES; VISUAL PATHWAY diseases; OCCIPITAL LOBE diseases; OCULAR MOTILITY DISORDERS; and other conditions. Visual disability refers to inability of the individual to perform specific visual tasks, such as reading, writing, orientation, or traveling unaided. (From Newell, Ophthalmology: Principles and Concepts, 7th ed, p132)
The interference of one perceptual stimulus with another causing a decrease or lessening in perceptual effectiveness.
Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)
Diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be overcome by their innate intelligence and compensatory strategies. For all individuals, specific learning disorder can produce lifelong impairments in activities dependent on the skills, including occupational performance. (from DSM-V)
Mental activity, not predominantly perceptual, by which one apprehends some aspect of an object or situation based on past learning and experience.