Crowding effects, pre-cue dependence and set size effects each correlate significantly with reading and spelling measures¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Spelling and reading ability increased significantly as the influence of crowding decreased, with no significant crowding-IQ association. → Moores 2011 q2 i? Increased use of pre-cues and set size effects were significantly associated with decreases in spelling, reading and IQ, while post-cue use was not associated with literacy variables. → Moores 2011 (2)

Evidence¶

Moores 2011¶

Moores, E., Cassim, R. and Talcott, J.B. (2011). Adults with dyslexia exhibit large effects of crowding, increased dependence on cues, and detrimental effects of distractors in visual search tasks. Frontiers in Psychology. doi:10.1016/j.neuropsychologia.2011.10.005

q2 · i? · causal · r1

Correlation analyses (n=31, approximate critical r=0.35) relating summary crowding measures to psychometric scores. Both literacy measures correlated significantly with crowding, while the crowding-IQ association was not statistically significant, suggesting a direct rather than IQ-mediated relationship.

"As can be seen in Table 2, both spelling and reading ability increased significantly as the influence of crowding decreased. In contrast, the association between crowding and IQ was not statistically significant, suggesting that the effects of crowding impact on reading ability directly rather than through a third variable such as general cognitive ability."

Moores 2011 (2)¶

Moores, E., Cassim, R. and Talcott, J.B. (2011). Adults with dyslexia exhibit large effects of crowding, increased dependence on cues, and detrimental effects of distractors in visual search tasks. Frontiers in Psychology. doi:10.1016/j.neuropsychologia.2011.10.005

q2 · i? · causal · r2

Correlation analyses of pre-cue, post-cue and set size summary measures with literacy and IQ scores. Pre-cue use and set size effects correlated significantly with spelling, reading and IQ; post-cue use showed no significant associations with any variable.

"The increased use of pre-cues and the influence of set size were both significantly associated with decreases in spelling scores, reading scores and IQ. The use of post-cues was not associated with reading, spelling or IQ variables."

Discussion¶

Related Claims¶

• Set size, crowding and pre-cue use jointly predict literacy, with set size uniquely predicting spelling and pre-cue use uniquely predicting reading — related
• Adults with dyslexia use pre-cues to enhance discrimination accuracy, with pre-cued performance exceeding both post-cued and uncued conditions — related
• Adults with dyslexia show disproportionately reduced discrimination accuracy in crowded displays compared to controls — related
• The four-way interaction between cue, group, display type and difficulty was significant, with group differences largest for uncued crowded stimuli — related
• Pre-cues and post-cues eliminate set size effects for controls but not for adults with dyslexia — related
• AwD required significantly longer calibrated display durations than controls despite attempts to equate overall accuracy — related
• Results provide no support for the IQ-achievement discrepancy model of dyslexia; non-verbal IQ correlated with all Year-1 language measures — related