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Cognitive Neuroscience, Development, and PsychopathologyTypical and Atypical Developmental Trajectories of Attention$
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Jacob A. Burack, James T. Enns, and Nathan A. Fox

Print publication date: 2012

Print ISBN-13: 9780195315455

Published to Oxford Scholarship Online: September 2012

DOI: 10.1093/acprof:oso/9780195315455.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in OSO for personal use (for details see www.oxfordscholarship.com/page/privacy-policy).date: 17 October 2018

DEFICIENT ANCHORING—A POTENTIAL LINK BETWEEN PERCEPTUAL AND COGNITIVE DIFFICULTIES AMONG INDIVIDUALS WITH DYSLEXIA

DEFICIENT ANCHORING—A POTENTIAL LINK BETWEEN PERCEPTUAL AND COGNITIVE DIFFICULTIES AMONG INDIVIDUALS WITH DYSLEXIA

Chapter:
(p.133) ﹛ 6 ﹜ DEFICIENT ANCHORING—A POTENTIAL LINK BETWEEN PERCEPTUAL AND COGNITIVE DIFFICULTIES AMONG INDIVIDUALS WITH DYSLEXIA
Source:
Cognitive Neuroscience, Development, and Psychopathology
Author(s):

Karen Banai

Merav Ahissar

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195315455.003.0006

Different theoretical accounts of dyslexia have been proposed over the years, but none of the available accounts satisfactorily deals with the co-occurrence of perceptual deficits in many individuals with dyslexia. This chapter presents the anchoring deficit hypothesis as a unifying, domain-general account for both reading-related and perceptual deficits. After reviewing the research leading to the formulation of the hypothesis, the chapter proposes that deficits in the ability to implicitly use contextual information embedded within stimulus sequences can account for deficits in both the language and the perceptual domains. Subsequently, the putative relationships between anchoring and other cognitive characteristics of dyslexia (e.g., poor resilience to noise, phonological deficits, “sluggish” attention, sensory-motor deficits) are explored. Finally, anchoring is discussed within a framework emphasizing the heterogeneous nature of dyslexia.

Keywords:   dyslexia, anchoring, noise resilience, phonological deficits, sluggish attention, sensory-motor deficits

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