Strict modularity, innate, no overlapping

-1 in 20,000, hyperacusis, heart problem (-elastin), hypercalcemia, anxiety, hypersociability

-Typical phonological rep

 -Problems with syntax and morphology -High vocab scores

-Atypical face processing- use feature matching

Verbal DS<WS

DS Perceptual DS>WS

 Quantitative= same

WS> DS verbal and numerical

STM WS visuospatial < verbal

STM DS viso spatial > verbal  

DS > block and draw a child task

Navon task- Construction/block design Embedded figure test Drawing

Local level bias on production but not perception

ASD Weak Central Coherence

1. Frith 1989

2. norbury 2004

1. Single deficit in processing- Perceptual- local bias Conceptual-failure to use context of prior knowledge

2. Idioms- language ability dicttates use of context not WCC. Theory of mind not predicitve of Idiom use.

ASD Executive Dysfunction

Oznoff, rogers, Pennington 1991

-Wisconsin card sorting

-Tower of hanoi

ASD< controls

ASD- Central coherence vs. executive dysfunction

Booth et al 2003

-Drawing task requiring planning -

ADHD (problem with EF), ASD and typical groups

-ASD= local drawing style -

ASD and ADHD- planning deficits

-WCC independent of Exec function

ASD- Central coherence vs. Theory of mind

Jarrod et al. 2000

-TD adults, TD children, ASD

-Theory of mind tasks and embedded figure block test

-All groups- Poorer theory of mind = weaker central coherence.

-Local level bias linked to central coherence not to executive function

-Poor plannin glinked to executive dysfunction

-Weak central coherence and executive dysfunction independent in visuo spatial domain

- Weak central coherence linked to theory of mind deficits

Dyslexia

Tim and Eleanor miles

Dyslexia is a cluster of difficulties. -

Bangor Dyslexia test- miles 1982

-Speed of processing

-sequencing

-STM

-auditory perception

-motor

-attention

SRD Discrepancy definition

2 standard deviations/ 5th centile

-Possible extension: poor phonological processing, discrepancy reading and listenign comprehension

-Biological: genetic, sensory

-Cognitive: poor working memory, phonological processing

-Environmental: poor teaching

-Developmental contingent: causal chain- brain, cognition, behaviour + environment -Grapheme/phoneme correspondence

Beginning Reader model

- symbolic

- logographic (sight)

- alphabetic (graph/phon correspondence)

- orthographic (auto)

-No use of sight words early on

-Prealphabetic

- patial alphabetic (context/phoetic cue reading)

- full alphabetic (novel word reading, analogy, sight)

- consolidated (multi letter untis

-Automatically identifies words

-Connects sight/sound/meaning

-

Finds it difficutl to ignore menaign (stroop)

-Able to focus on meaning

-Novel words by decoding, anaology, or predicting

Bradley and Bryant- Dyslexia study

-Rhyming and alliteration training

-Largest difference phonemic and letter practice

-More than just phonemic

-Only 25% poor readers predicted by phonemic info -Some scored low and went on to read well

Dyslexia- Cognitve approach

1.Phonological processing

2. Short term memory

3. Goswanir and Swan

1.Problem with  processing: rhyming, alliteration, oddity

2.Slower speech= slower rehearsal rate=poor phonological coding=poor  ability to form mental reps

3. Verbal naming deficits- SRD could describe poor readers could not=ok semantic rep. 

-Father dyslxic

- 50% son

only 40% mother

-MZ twins more likely

-Boys 4x more likely

-Chromosomes

Dyselxia- Biological

1.Talla

2.Stein

1. Tallal- infants problems with rapid auditory - not replicated

2. Magnocellular deficit, 2/3 worse at detecing motion, dorsal system

Dyslexia Biological- Cerebellar deficit

1. Nicholson and Fawcett

2. Wimmer

1.Movement/balance

 -Poor articulation affects phon rep.

-Automaticity mediated by cerebellum

2. Exclude ADHD effect not shown, no single word problems in ADHD

Dyslexia- Cognitive 2

1. Rapid automized naming

2. Wolf and Bowers

3. Snowling 2000

4. Bishop-Snowling

- slower= poor phonological rep. linked to being able to automatize reading

-problems in both- areas alphabetic and orthographic

-Verbal repitition non words probelm, no probelm in auditory discrimination= problem anayzing speech sounds 

-General language problems: Families of children with SLI mor elikely to have SRD.- Good lang may help those at risk