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Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task.

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Title: Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task.
Authors: Panagiotidou, Elpida, Serrano, Francisca, Moreno‐Ríos, Sergio, Moreno-Ríos, Sergio
Source: Dyslexia (10769242). Feb2020, Vol. 26 Issue 1, p67-86. 20p.
Subjects: Textbook readability, Struggling readers, Reasoning, Psychology of school children, Sixth grade (Education), Pilot projects, Problem solving, Analysis of variance, Cognition, Case-control method, Dyslexia, Visual perception, Research funding, Reading
Abstract: This study examined reasoning skills in children, specifically transitive reasoning and the visual impedance effect, with a new visual/pictorial task. The visual impedance effect is the effect produced by the possible interference in the reasoning process of irrelevant details elicited from the premises of a reasoning task. The new task had no reading requirements, which made it suitable for testing reasoning in primary school children, especially children with reading difficulties (RD), such as dyslexia. The study aimed also to validate the possible use of the task for studying reasoning and detecting the visual impedance effect without the interference of reading skills and to investigate the association between transitive reasoning and reading abilities. A pilot study (N = 10) was used to test the suitability of the new task for primary school children. Afterwards, the task was tested on a larger sample of children of third to sixth Grade, with and without RD (N = 84). Results showed that the new task is able to detect the main reasoning effects as well as the visual impedance effect. The findings are discussed, with the new task considered appropriate for studying reasoning skills in child populations both with and without RD. [ABSTRACT FROM AUTHOR]
Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task.
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  Data: <searchLink fieldCode="AR" term="%22Panagiotidou%2C+Elpida%22">Panagiotidou, Elpida</searchLink><br /><searchLink fieldCode="AR" term="%22Serrano%2C+Francisca%22">Serrano, Francisca</searchLink><br /><searchLink fieldCode="AR" term="%22Moreno‐Ríos%2C+Sergio%22">Moreno‐Ríos, Sergio</searchLink><br /><searchLink fieldCode="AR" term="%22Moreno-Ríos%2C+Sergio%22">Moreno-Ríos, Sergio</searchLink>
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  Data: This study examined reasoning skills in children, specifically transitive reasoning and the visual impedance effect, with a new visual/pictorial task. The visual impedance effect is the effect produced by the possible interference in the reasoning process of irrelevant details elicited from the premises of a reasoning task. The new task had no reading requirements, which made it suitable for testing reasoning in primary school children, especially children with reading difficulties (RD), such as dyslexia. The study aimed also to validate the possible use of the task for studying reasoning and detecting the visual impedance effect without the interference of reading skills and to investigate the association between transitive reasoning and reading abilities. A pilot study (N = 10) was used to test the suitability of the new task for primary school children. Afterwards, the task was tested on a larger sample of children of third to sixth Grade, with and without RD (N = 84). Results showed that the new task is able to detect the main reasoning effects as well as the visual impedance effect. The findings are discussed, with the new task considered appropriate for studying reasoning skills in child populations both with and without RD. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=141677255
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        Value: 10.1002/dys.1640
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 20
        StartPage: 67
    Subjects:
      – SubjectFull: Textbook readability
        Type: general
      – SubjectFull: Struggling readers
        Type: general
      – SubjectFull: Reasoning
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      – SubjectFull: Psychology of school children
        Type: general
      – SubjectFull: Sixth grade (Education)
        Type: general
      – SubjectFull: Pilot projects
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      – SubjectFull: Problem solving
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      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Case-control method
        Type: general
      – SubjectFull: Dyslexia
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      – SubjectFull: Visual perception
        Type: general
      – SubjectFull: Research funding
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      – SubjectFull: Reading
        Type: general
    Titles:
      – TitleFull: Testing the visual impedance effect in children with and without reading difficulties using a new visual reasoning task.
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            NameFull: Panagiotidou, Elpida
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            NameFull: Serrano, Francisca
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              M: 02
              Text: Feb2020
              Type: published
              Y: 2020
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