Limited Visual Working Memory Capacity in Children with Dyslexia: An ERP Study
Why this work is in the frame
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Bibliographic record
Abstract
Some researchers suggest that deficits in attention and working memory influence the development of dyslexia, whereas others propose that these deficits are more likely due to reduced global processing speed. The current study aimed to investigate behavioral performance in children with dyslexia compared to typically developing controls on two tasks: a visual oddball task for attention and an n-back task for working memory. We measured P300 event-related potentials (ERP) amplitude and latency for both tasks. Our results demonstrated reduced behavioral accuracy and P300 amplitude for the children with dyslexia compared to their typically developing peers in both the n-back and visual oddball tasks. We also found no differences in response time or P300 latency between these groups on either task. These findings support the idea that children with dyslexia experience deficits in cognitive processes related to working memory and attention, but do not exhibit decreased global processing speed on these tasks.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it