Autism spectrum disorder (ASD) is characterized by atypical visual perception both in the social and nonsocial domain. In order to measure a reliable visual response, visual evoked potentials were recorded during a passive pattern-reversal stimulation in adolescents and adults with and without ASD. While the present results show the same…

In this study, we concurrently investigated 3 possible causes of dyslexia--a phonological deficit, visual stress, and a reduced visual attention span--in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of…

Expertise in Chinese character recognition is marked by reduced holistic processing (HP), which depends mainly on writing rather than reading experience. Here we show that, while simplified and traditional Chinese readers demonstrated a similar level of HP when processing characters shared between the simplified and traditional scripts, simplified…

When an actor performs an action on an external object, the actor feels that he or she is exerting a force on that object. By extension, when an observer views a collision between 2 objects, he or she is able to perceive the force that is exerted on the objects during the collision. The latter case is puzzling, as force is not a visual feature per…

Stimuli that have previously been associated with the delivery of reward involuntarily capture attention when presented as unrewarded and task-irrelevant distractors in a subsequent visual search task. It is unknown how long such effects of reward learning on attention persist. One possibility is that value-driven attentional biases are plastic…

Norm-based coding, in which faces are coded as deviations from an average face, is an efficient way of coding visual patterns that share a common structure and must be distinguished by subtle variations that define individuals. Adults and school-aged children use norm-based coding for face identity but it is not yet known if pre-school aged…

The purpose of this essay is to discuss Multiple Intelligences described and defined by Howard Gardner and other authors who followed and revised the theory in terms of language teaching. In the student-centered approach, individual students' needs, interests, and strengths make sense and every student has a different intellectual profile. Using a…

Progress in applied neuroscience and neuropsychology in the educational context has revealed efficient methodologies for preventing academic failure and developing the potential of students. The aim of this work is to adopt a neuropsychological perspective to study learning-related differences between students with learning difficulties (LD),…

This study investigated transfer effects of gaze-interactive attention training to more complex social and cognitive skills in infancy. Seventy 9-month-olds were assigned to a training group (n = 35) or an active control group (n = 35). Before, after, and at 6-week follow-up both groups completed an assessment battery assessing transfer to…

The present study examines cross-lagged associations among executive function, visuomotor skills, and math and reading achievement from kindergarten to second grade. Both executive function and visuomotor integration tend to be delayed in socioeconomically disadvantaged children and can explain nearly half the achievement gap at kindergarten…

Purpose: Reading requires the ability to decode and comprehend. Impairments in working memory (WM) are often implicated in students who are poor decoders. It is unclear whether this is a domain-specific issue or a task-specific issue. Therefore, this study examined how auditory-verbal (AV) WM, visual-spatial (VS) WM, and cognitive load affected…

The infant brain may be predisposed to identify perceptually salient cues that are common to both signed and spoken languages. Recent theory based on spoken languages has advanced sonority as one of these potential language acquisition cues. Using a preferential looking paradigm with an infrared eye tracker, we explored visual attention of hearing…

A consistent part of the literature shows the significant role of digital experience in digital natives' cognitive processes. The main goal of the current study was to investigate the impact of digital learning on the improvement of mathematical skills and on some change in cognitive processes in 166 primary school children from schools located in…

In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of…

Early fine motor ability is significantly associated with later achievement, even after controlling for typical child-level predictors of school outcomes. Previous longitudinal studies have confirmed this but typically have not included low-income, at-risk populations. Research has distinguished two different aspects of fine motor skills: those…