Shaping prestimulus neural activity with auditory rhythmic stimulation improves the temporal allocation of attention.

Human attention fluctuates across time, and even when stimuli have identical physical characteristics and the task demands are the same, relevant information is sometimes consciously perceived and at other times not. A typical example of this phenomenon is the attentional blink, where participants show a robust deficit in reporting the second of two targets (T2) in a rapid serial visual presentation (RSVP) stream. Previous electroencephalographical (EEG) studies showed that neural correlates of correct T2 report are not limited to the RSVP period, but extend before visual stimulation begins. In particular, reduced oscillatory neural activity in the alpha band (8-12 Hz) before the onset of the RSVP has been linked to lower T2 accuracy. We therefore examined whether auditory rhythmic stimuli presented at a rate of 10 Hz (within the alpha band) could increase oscillatory alpha-band activity and improve T2 performance in the attentional blink time window. Behaviourally, the auditory rhythmic stimulation worked to enhance T2 accuracy. This enhanced perception was associated with increases in the posterior T2-evoked N2 component of the event-related potentials and this effect was observed selectively at lag 3. Frontal and posterior oscillatory alpha-band activity was also enhanced during auditory stimulation in the pre-RSVP period and positively correlated with T2 accuracy. These findings suggest that ongoing fluctuations can be shaped by sensorial events to improve the allocation of attention in time.

Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia.

Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical and computational studies suggest that spatial attention plays an important role in phonological decoding. The present behavioral study investigated exogenous spatial attention in dyslexic children and matched controls by measuring RTs to visual and auditory stimuli in cued-detection tasks. Dyslexics with poor nonword decoding accuracy showed a slower time course of visual and auditory (multisensory) spatial attention compared with both chronological age and reading level controls as well as compared with dyslexics with slow but accurate nonword decoding. Individual differences in the time course of multisensory spatial attention accounted for 31% of unique variance in the nonword reading performance of the entire dyslexic sample after controlling for age, IQ, and phonological skills. The present study suggests that multisensory "sluggish attention shifting"-related to a temporoparietal dysfunction-selectively impairs the sublexical mechanisms that are critical for reading development. These findings may offer a new approach for early identification and remediation of developmental dyslexia.

Wide and diffuse perceptual modes characterize dyslexics in vision and audition.

We examined the performance of dyslexic and typically reading children on two analogous recognition tasks: one visual and the other auditory. Both tasks required recognition of centrally and peripherally presented stimuli. Dyslexics recognized letters visually farther in the periphery and more diffuse near the center than typical readers did. Both groups performed comparably in recognizing centrally spoken stimuli presented without peripheral interference, but in the presence of a surrounding speech mask (the 'cocktail-party effect') dyslexics recognized the central stimuli significantly less well than typical readers. However, dyslexics had a higher ratio of the number of words recognized from the surrounding speech mask, relative to the ones from the center, than typical readers did. We suggest that the evidence of wide visual and auditory perceptual modes in dyslexics indicates wider multi-dimensional neural tuning of sensory processing interacting with wider spatial attention.

Auditory and visual automatic attention deficits in developmental dyslexia.

Several studies have provided evidence for a phonological deficit in developmental dyslexia. However, recent studies provide evidence for a multimodal temporal processing deficit in dyslexia. In fact, dyslexics show both auditory and visual abnormalities, which could result from a more general problem in the perceptual selection of stimuli. Here we report the results of a behavioral study showing that children with dyslexia have both auditory and visual deficits in the automatic orienting of spatial attention. These findings suggest that a deficit of selective spatial attention may distort the development of phonological and orthographic representations that is essential for learning to read.