Face recognition in developmental dyslexia: evidence for dissociation between faces and words

Research output: Contribution to journalJournal articlepeer-review

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Face recognition in developmental dyslexia: evidence for dissociation between faces and words. / Kühn, Christina D.; Gerlach, Christian; Andersen, Kristian Bjerre; Poulsen, Mads; Starrfelt, Randi.

In: Cognitive Neuropsychology, Vol. 38, No. 1, 2021, p. 107-115.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Kühn, CD, Gerlach, C, Andersen, KB, Poulsen, M & Starrfelt, R 2021, 'Face recognition in developmental dyslexia: evidence for dissociation between faces and words', Cognitive Neuropsychology, vol. 38, no. 1, pp. 107-115. https://doi.org/10.1080/02643294.2020.1847060

APA

Kühn, C. D., Gerlach, C., Andersen, K. B., Poulsen, M., & Starrfelt, R. (2021). Face recognition in developmental dyslexia: evidence for dissociation between faces and words. Cognitive Neuropsychology, 38(1), 107-115. https://doi.org/10.1080/02643294.2020.1847060

Vancouver

Kühn CD, Gerlach C, Andersen KB, Poulsen M, Starrfelt R. Face recognition in developmental dyslexia: evidence for dissociation between faces and words. Cognitive Neuropsychology. 2021;38(1):107-115. https://doi.org/10.1080/02643294.2020.1847060

Author

Kühn, Christina D. ; Gerlach, Christian ; Andersen, Kristian Bjerre ; Poulsen, Mads ; Starrfelt, Randi. / Face recognition in developmental dyslexia: evidence for dissociation between faces and words. In: Cognitive Neuropsychology. 2021 ; Vol. 38, No. 1. pp. 107-115.

Bibtex

@article{69b69759c52146219c5a2763080b3f59,
title = "Face recognition in developmental dyslexia: evidence for dissociation between faces and words",
abstract = "ABSTRACT Developmental dyslexia is primarily a reading disorder, but recent studies have indicated that face processing problems may also be present. Using a case-series approach, we tested face recognition and visual word recognition in 24 high school students diagnosed with developmental dyslexia. Contrary to previous findings, no face recognition problems were found on the group-level. Rather, a significant classical dissociation with impaired word reading and normal face recognition was demonstrated on a group-level and for six individuals with developmental dyslexia. However, four individuals with dyslexia did show face recognition problems. Thus, while problems in face recognition can be present in developmental dyslexia, the dissociation strongly suggests that face recognition can also be preserved. Combined with previously reported dissociations between face and word recognition in developmental prosopagnosia, this constitutes a double dissociation.",
keywords = "Faculty of Social Sciences, Face recognition, word recognition, reading, developmental dyslexia, CFMT, lexical decision test",
author = "K{\"u}hn, {Christina D.} and Christian Gerlach and Andersen, {Kristian Bjerre} and Mads Poulsen and Randi Starrfelt",
year = "2021",
doi = "10.1080/02643294.2020.1847060",
language = "English",
volume = "38",
pages = "107--115",
journal = "Cognitive Neuropsychology",
issn = "0264-3294",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Face recognition in developmental dyslexia: evidence for dissociation between faces and words

AU - Kühn, Christina D.

AU - Gerlach, Christian

AU - Andersen, Kristian Bjerre

AU - Poulsen, Mads

AU - Starrfelt, Randi

PY - 2021

Y1 - 2021

N2 - ABSTRACT Developmental dyslexia is primarily a reading disorder, but recent studies have indicated that face processing problems may also be present. Using a case-series approach, we tested face recognition and visual word recognition in 24 high school students diagnosed with developmental dyslexia. Contrary to previous findings, no face recognition problems were found on the group-level. Rather, a significant classical dissociation with impaired word reading and normal face recognition was demonstrated on a group-level and for six individuals with developmental dyslexia. However, four individuals with dyslexia did show face recognition problems. Thus, while problems in face recognition can be present in developmental dyslexia, the dissociation strongly suggests that face recognition can also be preserved. Combined with previously reported dissociations between face and word recognition in developmental prosopagnosia, this constitutes a double dissociation.

AB - ABSTRACT Developmental dyslexia is primarily a reading disorder, but recent studies have indicated that face processing problems may also be present. Using a case-series approach, we tested face recognition and visual word recognition in 24 high school students diagnosed with developmental dyslexia. Contrary to previous findings, no face recognition problems were found on the group-level. Rather, a significant classical dissociation with impaired word reading and normal face recognition was demonstrated on a group-level and for six individuals with developmental dyslexia. However, four individuals with dyslexia did show face recognition problems. Thus, while problems in face recognition can be present in developmental dyslexia, the dissociation strongly suggests that face recognition can also be preserved. Combined with previously reported dissociations between face and word recognition in developmental prosopagnosia, this constitutes a double dissociation.

KW - Faculty of Social Sciences

KW - Face recognition

KW - word recognition

KW - reading

KW - developmental dyslexia

KW - CFMT

KW - lexical decision test

U2 - 10.1080/02643294.2020.1847060

DO - 10.1080/02643294.2020.1847060

M3 - Journal article

C2 - 33241970

VL - 38

SP - 107

EP - 115

JO - Cognitive Neuropsychology

JF - Cognitive Neuropsychology

SN - 0264-3294

IS - 1

ER -

ID: 252116410