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Own-race and other-race face recognition problems without visual expertise problems in dyslexic readers

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Sigurdardottir, Heida Maria
dc.contributor.author Hjartarson, Kristján Helgi
dc.contributor.author Guðmundsson, Guðbjörn Lárus
dc.contributor.author Kristjansson, Arni
dc.date.accessioned 2020-08-05T14:47:10Z
dc.date.available 2020-08-05T14:47:10Z
dc.date.issued 2019-05
dc.identifier.citation Sigurdardottir, H. M., Hjartarson, K. H., Gudmundsson, G. L., & Kristjánsson, Á. (2019). Own-race and other-race face recognition problems without visual expertise problems in dyslexic readers. Vision Research, 158, 146-156. doi:https://doi.org/10.1016/j.visres.2019.02.010
dc.identifier.issn 0042-6989
dc.identifier.uri https://hdl.handle.net/20.500.11815/1919
dc.description Post-print (lokagerð höfundar)
dc.description.abstract Both intact and deficient neural processing of faces has been found in dyslexic readers. Similarly, behavioral studies have shown both normal and abnormal face processing in developmental dyslexia. We tested whether dyslexic adults are impaired in tests of own-race and other-race face recognition. As both face and word recognition rely considerably on visual expertise, we wished to investigate whether face recognition problems of dyslexic readers might stem from difficulties with experience-driven expert visual processing. We utilized the finding that people tend to be worse at discriminating other-race faces compared to own-race faces, the so-called other-race effect, thought to reflect greater experience with own-race faces. If visual expertise is compromised in dyslexic readers, so that their visual system is not effectively shaped by experience, then they might show a diminished other-race effect. Matched dyslexic and typical readers completed two tests of own- and other-race face recognition. The results show that dyslexic readers have problems with recognizing faces, and these difficulties are not fully accounted for by general problems with attention or memory. However, recognition is compromised for both own- and other-race faces, and the strength of the other-race effect does not differ between dyslexic and typical readers. There was individual variability in both groups, and an exploratory analysis revealed that while dyslexic readers with no university education showed deficits in face recognition, the dyslexic participants with higher education did not. We conclude that dyslexic readers as a group have face recognition problems. These are potentially modulated by educational level but compromised visual expertise cannot demonstrably account for the face recognition problems associated with dyslexia. We discuss the implications of these findings for theoretical accounts of dyslexia and for theories of word and face recognition.
dc.description.sponsorship This work was supported by The Icelandic Research Fund (Grant No. 174013-051) and the University of Iceland Research Fund.
dc.format.extent 146-156
dc.language.iso en
dc.publisher Elsevier BV
dc.relation.ispartofseries Vision Research;158
dc.rights info:eu-repo/semantics/openAccess
dc.subject Vision
dc.subject Psychology
dc.subject Cognitive science
dc.subject Cognitive psychology
dc.subject Vision science
dc.subject Dyslexia
dc.subject Face recognition
dc.subject Fusiform gyrus
dc.subject Visual expertise
dc.subject Ventral visual stream
dc.subject Reading
dc.subject Other-race effect
dc.subject Sálfræði
dc.subject Hugræn fræði
dc.subject Sjón
dc.subject Sjónskynjun
dc.subject Lesblinda
dc.subject Lestur
dc.title Own-race and other-race face recognition problems without visual expertise problems in dyslexic readers
dc.type info:eu-repo/semantics/article
dcterms.license © 2019. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.version Accepted peer-reviewed manuscript
dc.identifier.journal Vision Research
dc.identifier.doi 10.1016/j.visres.2019.02.010
dc.relation.url https://www.sciencedirect.com/science/article/pii/S0042698919300525
dc.contributor.department Sálfræðideild (HÍ)
dc.contributor.department Faculty of Psychology (UI)
dc.contributor.school Heilbrigðisvísindasvið (HÍ)
dc.contributor.school School of Health Sciences (UI)


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