Eye vergence responses in children with and without reading difficulties during a word detection task.

Vergence eye movements are movements of both eyes in opposite directions. Vergence is known to have a role in binocular vision. However recent studies link vergence eye movements also to attention and attention disorders. As attention may be involved in dyslexia, it is sensible to guess that the presence of reading difficulties can be associated with specific patterns in vergence responses. Data from school children performing a word-reading task have been analysed. In the task, children had to distinguish words from non-words (scrambled words or row of X's), while their eye positions were recorded. Our findings show that after stimulus presentation eyes briefly converge. These vergence responses depend on the stimulus type and age of the child, and are different for children with reading difficulties. Our findings support the idea of a role of attention in word reading and offer an explanation of altered attention in dyslexia.

Proyecto Petit UBinding: método de adquisición y mejora de la lectura en primero de primaria. Estudio de eficacia / Petit UBinding project: An efficacy study of a reading acquisition and reading improvement method for first grade children

El objetivo de este estudio fue evaluar el impacto de un nuevo método educativo diseñado en la Universidad de Barcelona para dotar a los profesionales de material y herramientas para estimular la lectura en el alumnado de primer curso de educación primaria. Se realizó un diseño pre-post con niños/as separados en 2 grupos: experimental y control. El método fue aplicado en el grupo experimental de noviembre a abril. Tres veces por semana se administraron desde la escuela sesiones grupales en las que se trabajaba mayoritariamente la descodificación, el vocabulario y la comprensión. Por otro lado, de una a 4 veces por semana, según el nivel de eficiencia lectora detectado en cada alumno/a, se llevaron a cabo sesiones individuales online desde el domicilio de los participantes completamente adaptadas al nivel de cada alumno/a, en donde el objetivo principal era trabajar la descodificación. Los análisis mostraron que el grupo experimental obtuvo mejores resultados en fluidez lectora (velocidad y precisión) en todas las pruebas administradas comparado con el grupo de control a final de curso

The aim of this study was to measure the impact of a new method designed at the University of Barcelona to give professionals material and tools that could stimulate reading among first grade of primary school children. The children were split into two groups, an experimental and a control group, and their performances were evaluated within a pre- and post-design. The methodology was applied in the experimental group between November and April. Three times a week, children took part in group sessions that were organized at school. During these sessions, they mainly worked on decoding, vocabulary and comprehension. Between 1 and 4 times a week, according to the reading proficiency of each child, individual online sessions took place at home. These sessions, whose objective was to work primarily on decoding, were entirely adapted to meet the needs of each child, according to his/her level. The analysis of data showed that, at the end of the school term, the experimental group got better results in terms of reading fluency (speed and accuracy) in all tests assessed than the control group

Attentional Selection Accompanied by Eye Vergence as Revealed by Event-Related Brain Potentials.

Neural mechanisms of attention allow selective sensory information processing. Top-down deployment of visual-spatial attention is conveyed by cortical feedback connections from frontal regions to lower sensory areas modulating late stimulus responses. A recent study reported the occurrence of small eye vergence during orienting top-down attention. Here we assessed a possible link between vergence and attention by comparing visual event related potentials (vERPs) to a cue stimulus that induced attention to shift towards the target location to the vERPs to a no-cue stimulus that did not trigger orienting attention. The results replicate the findings of eye vergence responses during orienting attention and show that the strength and time of eye vergence coincide with the onset and strength of the vERPs when subjects oriented attention. Our findings therefore support the idea that eye vergence relates to and possibly has a role in attentional selection.

Attention-Related Eye Vergence Measured in Children with Attention Deficit Hyperactivity Disorder.

Recent evidence shows a novel role for eye vergence in orienting attention in adult subjects. Here we investigated whether such modulation in eye vergence by attention is present in children and whether it is altered in children with ADHD compared to control subjects. We therefore measured the angle of eye vergence in children previously diagnosed with ADHD while performing a cue task and compared the results to those from age-matched controls. We observed a strong modulation in the angle of vergence in the control group and a weak modulation in the ADHD group. In addition, in the control group the modulation in eye vergence was different between the informative cue and uninformative cue condition. This difference was less noticeable in the ADHD group. Our study supports the observation of deficient binocular vision in ADHD children. We argue that the observed disruption in vergence modulation in ADHD children is manifest of altered cognitive processing of sensory information. Our work may provide new insights into attention disorders, like ADHD.

Exogenous capture of medial-frontal oscillatory mechanisms by unattended conflicting information.

A long-standing debate in psychology and cognitive neuroscience concerns the way in which unattended information is processed and influences goal-directed behavior. Although selective attention allows us to filter out task-irrelevant information, there is a substantial number of unattended, yet relevant, events that must be evaluated in a flexible manner so that appropriate behaviors can succeed. Here we inspected the extent to which unattended conflicting visual information, which cannot be consciously identified, influences behavior and activates medial prefrontal cortex (mPFC) mechanisms of action-monitoring and regulation, traditionally associated with conscious control processes. To that end, we performed two experiments using a novel variant of the Eriksen flanker task in which spatial attention was manipulated, preventing the conscious identification of unattended visual events. The first behavioral experiment was conducted to validate the efficacy of the novel paradigm. In the second experiment, we evaluated electrophysiological correlates of mPFC activity (a frontocentral negative ERP component and medial-frontal theta oscillations) in response to attended and unattended conflicting events. The results of both experiments demonstrated that attended and unattended conflicting stimuli altered subjects' behavior in a similar fashion, i.e. slowing down their reaction times and increasing their error rates. Importantly, the results of the EEG experiment showed that unattended conflicting stimuli, similarly to attended conflicting stimuli, led to an increase in theta-related frontocentral ERP activity and medial-frontal theta power, irrespective of the degree of conscious representation of the sources of conflict. This study provides evidence that medial-frontal theta oscillations represent a neural mechanism through which the mPFC may suppress and regulate potentially inappropriate actions that are automatically triggered by conflicting environmental stimuli to which we are oblivious.

Evidence for a role of corrective eye movements during gaze fixation in saccade planning.

In a three-dimensional (3D) world most saccades are made towards visual targets that are located at different distances. We previously demonstrated that gaze shifts within 3D space consist of two stages: a target saccade followed by a corrective saccade during gaze fixation that directs the eyes to the physical target location. We proposed that, by accurately positioning the eyes on the visual object, the visual system maintains an orderly representation of the visual world. In this study we used a double saccade experiment to assess the function of corrective saccades in humans. We found that, when a corrective eye movement occurred during fixation on the first target point, the direction of the second saccade towards the next target point was accurate. When a corrective saccade was absent, a directional error of the second target saccade was observed. This finding, which cannot be explained by current models of eye movement control, supports the idea of a two-step model in saccade programming. We suggest that the motor system sends a corollary discharge when programming a corrective saccade for maintaining an orderly representation of the visual world. In conclusion, our results indicate that corrective saccades have a role in programming target saccades within 3D space.

Are first-order disparity gradients spatial primitives of the orientation of lines on the ground plane?

The present study investigated the mechanisms involved in processing orientation on the frontal and ground planes. The stimuli comprised two yellow circles conceived as the endpoints of a segment and depicted on a black background. In Experiment 1, the observers performed two tasks on both planes (frontal and ground). In Task 1 they were asked to indicate the absolute location of the two endpoints, presented one at a time (successive task). In Task 2 they had to locate the relative position of the endpoints presented simultaneously (simultaneous task). Relative and absolute errors were analyzed according to a cyclopean coordinate system derived from the geometry of the visual scene. These two kinds of errors were studied within the framework of the hypothesis that each kind of task would minimize the error related to its codification. The results showed greater absolute errors in the simultaneous task than in the successive task and greater relative errors in which the successive task seemingly activated a more accurate way of codification of the orientation. In Experiment 2 we controlled the availability of visual depth cues by changing the presentation time (50 and 3000 ms) and viewing conditions (monocular and binocular) in the simultaneous task. The results showed that the precision of orientation judgments was poorer on the ground plane than on the frontal plane, except when the observers used binocular vision. These results suggest that the orientation of a segment, at least on the ground plane, can be conceptualized as a gradient of disparities.(AU)

Are first-order disparity gradients spatial primitives of the orientation of lines on the ground plane?

The present study investigated the mechanisms involved in processing orientation on the frontal and ground planes. The stimuli comprised two yellow circles conceived as the endpoints of a segment and depicted on a black background. In Experiment 1, the observers performed two tasks on both planes (frontal and ground). In Task 1 they were asked to indicate the absolute location of the two endpoints, presented one at a time (successive task). In Task 2 they had to locate the relative position of the endpoints presented simultaneously (simultaneous task). Relative and absolute errors were analyzed according to a cyclopean coordinate system derived from the geometry of the visual scene. These two kinds of errors were studied within the framework of the hypothesis that each kind of task would minimize the error related to its codification. The results showed greater absolute errors in the simultaneous task than in the successive task and greater relative errors in which the successive task seemingly activated a more accurate way of codification of the orientation. In Experiment 2 we controlled the availability of visual depth cues by changing the presentation time (50 and 3000 ms) and viewing conditions (monocular and binocular) in the simultaneous task. The results showed that the precision of orientation judgments was poorer on the ground plane than on the frontal plane, except when the observers used binocular vision. These results suggest that the orientation of a segment, at least on the ground plane, can be conceptualized as a gradient of disparities.

A role of eye vergence in covert attention.

Covert spatial attention produces biases in perceptual and neural responses in the absence of overt orienting movements. The neural mechanism that gives rise to these effects is poorly understood. Here we report the relation between fixational eye movements, namely eye vergence, and covert attention. Visual stimuli modulate the angle of eye vergence as a function of their ability to capture attention. This illustrates the relation between eye vergence and bottom-up attention. In visual and auditory cue/no-cue paradigms, the angle of vergence is greater in the cue condition than in the no-cue condition. This shows a top-down attention component. In conclusion, observations reveal a close link between covert attention and modulation in eye vergence during eye fixation. Our study suggests a basis for the use of eye vergence as a tool for measuring attention and may provide new insights into attention and perceptual disorders.