History of Reading Struggles Linked to Enhanced Learning in Low Spatial Frequency Scenes
Figure 2
Example of stimulus used in Experiment 1.
Participants search for and identify a side-facing T-shaped target, and indicate its direction left or right. The spatial context (A) is defined by a field of L-shaped objects, doglegged to resemble the target (B), inset. Manual response times for Experiment 1 are plotted in (C). Both typical readers and individuals with dyslexia show progressively faster search times in both the repeated and novel conditions, revealing a well-known practice effect associated with this task. Response times for repeated trials are generally shorter than for novel trials, and this difference grows as a function of epoch, indicative of a contextual cueing effect ascribed to spatial learning. The contextual cueing effect was equivalent for both SR and TR groups.