Performance on tests requiring rapid repetitive naming of pictured objects, colors, letters and numbers differentiates dyslexic children not only from normal controls but also from non-dyslexic, otherwise learning-disabled children. A deficit in automatization of verbal responses to visual stimuli, not restricted to symbols, correlates specifically with dyslexia. That this deficit is not part of a generalized slowing of reaction time is reflected in the higher mean performance I.Q. (WISC) of the dyslexic Ss, who also showed fewer signs of neurological impairment than did the non-dyslexic Ss.
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Cognitive Neuroscience
- Behavioral Neuroscience