Face recognition in developmental dyslexia: evidence for dissociation between faces and words
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Face recognition in developmental dyslexia: evidence for dissociation between faces and words. / Kühn, Christina D.; Gerlach, Christian; Andersen, Kristian Bjerre; Poulsen, Mads; Starrfelt, Randi.
I: Cognitive Neuropsychology, Bind 38, Nr. 1, 2021, s. 107-115.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Face recognition in developmental dyslexia: evidence for dissociation between faces and words
AU - Kühn, Christina D.
AU - Gerlach, Christian
AU - Andersen, Kristian Bjerre
AU - Poulsen, Mads
AU - Starrfelt, Randi
PY - 2021
Y1 - 2021
N2 - ABSTRACT Developmental dyslexia is primarily a reading disorder, but recent studies have indicated that face processing problems may also be present. Using a case-series approach, we tested face recognition and visual word recognition in 24 high school students diagnosed with developmental dyslexia. Contrary to previous findings, no face recognition problems were found on the group-level. Rather, a significant classical dissociation with impaired word reading and normal face recognition was demonstrated on a group-level and for six individuals with developmental dyslexia. However, four individuals with dyslexia did show face recognition problems. Thus, while problems in face recognition can be present in developmental dyslexia, the dissociation strongly suggests that face recognition can also be preserved. Combined with previously reported dissociations between face and word recognition in developmental prosopagnosia, this constitutes a double dissociation.
AB - ABSTRACT Developmental dyslexia is primarily a reading disorder, but recent studies have indicated that face processing problems may also be present. Using a case-series approach, we tested face recognition and visual word recognition in 24 high school students diagnosed with developmental dyslexia. Contrary to previous findings, no face recognition problems were found on the group-level. Rather, a significant classical dissociation with impaired word reading and normal face recognition was demonstrated on a group-level and for six individuals with developmental dyslexia. However, four individuals with dyslexia did show face recognition problems. Thus, while problems in face recognition can be present in developmental dyslexia, the dissociation strongly suggests that face recognition can also be preserved. Combined with previously reported dissociations between face and word recognition in developmental prosopagnosia, this constitutes a double dissociation.
KW - Faculty of Social Sciences
KW - Face recognition
KW - word recognition
KW - reading
KW - developmental dyslexia
KW - CFMT
KW - lexical decision test
U2 - 10.1080/02643294.2020.1847060
DO - 10.1080/02643294.2020.1847060
M3 - Journal article
C2 - 33241970
VL - 38
SP - 107
EP - 115
JO - Cognitive Neuropsychology
JF - Cognitive Neuropsychology
SN - 0264-3294
IS - 1
ER -
ID: 252116410