Time estimation deficits in developmental dyslexia: evidence of cerebellar involvement
1995; Royal Society; Volume: 259; Issue: 1354 Linguagem: Inglês
10.1098/rspb.1995.0007
ISSN1471-2954
AutoresR.I. Nicolson, Angela J. Fawcett, Paul Dean,
Tópico(s)Cognitive and developmental aspects of mathematical skills
ResumoRestricted accessMoreSectionsView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail Cite this article Nicolson Roderick I. , Fawcett Angela J. and Dean Paul 1995Time estimation deficits in developmental dyslexia: evidence of cerebellar involvementProc. R. Soc. Lond. B.25943–47http://doi.org/10.1098/rspb.1995.0007SectionRestricted accessArticleTime estimation deficits in developmental dyslexia: evidence of cerebellar involvement Roderick I. Nicolson Google Scholar Find this author on PubMed Search for more papers by this author , Angela J. Fawcett Google Scholar Find this author on PubMed Search for more papers by this author and Paul Dean Google Scholar Find this author on PubMed Search for more papers by this author Roderick I. Nicolson Google Scholar Find this author on PubMed , Angela J. Fawcett Google Scholar Find this author on PubMed and Paul Dean Google Scholar Find this author on PubMed Published:23 January 1995https://doi.org/10.1098/rspb.1995.0007AbstractIn addition to their language-related difficulties, dyslexic children suffer problems in motor skill, balance, automatization and speeded performance. Given the recent evidence for cerebellar involvement in the acquisition of language fluency, these problems suggest cerebellar deficit. To test the hypothesis of cerebellar dysfunction in dyslexia, a time estimation task considered to be a sensitive index of cerebellar function was administered to matched groups of dyslexic and control children. The dyslexic children showed the predicted deficit on time estimation (among the most severe obtained in our research programme) but not on a control, loudness estimation, task. Cerebellar dysfunction, therefore, provides a parsimonious account of otherwise disparate data on deficits in dyslexia.FootnotesThis text was harvested from a scanned image of the original document using optical character recognition (OCR) software. As such, it may contain errors. Please contact the Royal Society if you find an error you would like to see corrected. Mathematical notations produced through Infty OCR. 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This Issue23 January 1995Volume 259Issue 1354 Article InformationDOI:https://doi.org/10.1098/rspb.1995.0007PubMed:7700875Published by:Royal SocietyPrint ISSN:0962-8452Online ISSN:1471-2954History: Manuscript received19/09/1994Manuscript accepted11/10/1994Published online01/01/1997Published in print23/01/1995 License:Scanned images copyright © 2017, Royal Society Citations and impact Large datasets are available through Proceedings B's partnership with Dryad
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