Sensorimotor interference in cognitive tasks for children with dyslexia
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Higher Diploma in Arts in Psychology
Dublin Business School
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There are many theories of dyslexia though mainly falling within three: phonological, cerebellar and magnocellular; of which auditory and visual fit within (Ramus, 2003). Historically it has been difficult to illuminate the underlying cause despite agreement on heterogenetic evidence. This study focused on the sensorimotor interferences that aid and abet recall for a group of children 8 & 12 years of age both with (WD) and without dyslexia (WO). It was hypothesised that there would be a significant difference between both groups in the (AI) due to auditory deficits for (WD) group. Analysis revealed weak correlation in the olfactory condition; moderate correlations between group scores in the auditory; visual and gustatory scores and a strong correlation in the tactile condition between groups; a significant difference between groups in a no interference (NI) and an auditory interference (AI) task. Further analysis in the chronological age group showed a significant difference between both groups in the (AI) task only (t(28) = -3.443 p < .001). CI 95% -3.504 to -.860 indicating as within other studies that children with dyslexia are significantly impaired in an auditory domain (Rosen et al., 2003; White et al., 2006). It was also hypothesised that the addition of movement for the experimental group in the (TI) would show a significant improvement in memory recall in comparison to the (NI) for that group. This as not the case however a significant difference was found between (AVM) and recall across between groups (t(19) = -2.395, p < .001). CI 95% -10,03473 to -.69597. Auhor keywords: Dyslexia, auditory, interference, learning, sensorimotor