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The impact of reading and writing skills on a visual-motor integration task: a comparison between illiterate and literate subjects

2007Journal article Open access
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dc.contributor.authorBramão, Inês
dc.contributor.authorPetersson, Karl Magnus
dc.contributor.authorFaísca, Luís
dc.contributor.authorIngvar, Martin
dc.contributor.authorMendonça, Alexandra
dc.contributor.authorReis, Alexandra
dc.date.accessioned2014-07-31T11:24:59Z
dc.date.available2014-07-31T11:24:59Z
dc.date.issued2007
dc.date.updated2014-07-30T10:41:17Z
dc.description.abstractPrevious studies have shown a significant association between reading skills and the performance on visuo-motor tasks. In order to clarify whether reading and writing skills modulate non-linguistic domains, we investigated the performance of two literacy groups on a visuo-motor integration task with non-linguistic stimuli. Twenty-one illiterate participants and twenty matched literate controls were included in the experiment. Subjects were instructed to use the right or the left index finger to point to and touch a randomly presented target on the right or left side of a touch screen. The results showed that the literate subjects were significantly faster in detecting and touching targets on the left compared to the right side of the screen. In contrast, the presentation side did not affect the performance of the illiterate group. These results lend support to the idea that having acquired reading and writing skills, and thus a preferred left-to-right reading direction, influences visual scanning.por
dc.identifier.citationBramão, Inês; Petersson, Karl Magnus; Faísca, Luís; Ingvar, Martin; Mendonça, Alexandra; Reis, Alexandra. The impact of reading and writing skills on a visual-motor integration task: A comparison between illiterate and literate subjects, Journal of the International Neuropsychological Society, 13, 359-364, 2007.por
dc.identifier.doihttp://dx.doi.org.10.10170S1355617707070440
dc.identifier.issn1355-6177
dc.identifier.otherAUT: AIR01687; : MIB02287; KMP02316; LFA00717; APM02049;
dc.identifier.urihttp://hdl.handle.net/10400.1/4886
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherCambridge University Presspor
dc.relationThe influence of formal education and literacy on the cognitive system and its cerebral substrates
dc.subjectReading and writingpor
dc.subjectIlliteracypor
dc.subjectSchoolingpor
dc.subjectNon-verbal skillspor
dc.subjectVisuoperceptual skillspor
dc.subjectvisual scanningpor
dc.titleThe impact of reading and writing skills on a visual-motor integration task: a comparison between illiterate and literate subjectspor
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleThe influence of formal education and literacy on the cognitive system and its cerebral substrates
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/POCI/POCTI%2FPSI%2F41669%2F2001/PT
oaire.citation.endPage364por
oaire.citation.startPage359por
oaire.citation.titleJournal of the International Neuropsychological Societypor
oaire.citation.volume13por
oaire.fundingStreamPOCI
person.familyNameBramão
person.familyNamePetersson
person.familyNameFaísca
person.familyNameReis
person.givenNameInês
person.givenNameKarl Magnus
person.givenNameLuís
person.givenNameAlexandra
person.identifier13089
person.identifierA-4633-2013
person.identifier387336
person.identifier.ciencia-id6D14-B1D1-1532
person.identifier.ciencia-id5719-6727-C596
person.identifier.ciencia-id4B10-E7E6-1D6A
person.identifier.orcid0000-0002-5593-6610
person.identifier.orcid0000-0002-8245-0392
person.identifier.orcid0000-0003-4859-8817
person.identifier.orcid0000-0001-5598-0999
person.identifier.ridE-8188-2012
person.identifier.scopus-author-id16068281000
person.identifier.scopus-author-id7006470225
person.identifier.scopus-author-id6503944802
person.identifier.scopus-author-id7202574376
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspor
rcaap.typearticlepor
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