Brain potentials from dyslexic children recorded during short-term memory tasks

Anat Barnea, Oren Lamm, Rachel Epstein, Hillel Pratt

Research output: Contribution to journalArticlepeer-review


Event Related Potentials (ERPs) from thirty children (9-13 years old); fourteen of whom were dyslexic and sixteen normal-reading controls, were recorded during the performance of a memory scanning task. Visually presented stimuli consisted of either digits (lexical) or unfamiliar (non-lexical) characters. The subjects had to indicate whether a probe stimulus was a member of a preceding memorized set, or not. The memorized sets included 1, 2 or 3 items. Performance accuracies were significantly lower and reaction times longer in the dyslexic group. The significant Group x Lexicality interaction demonstrated P3 amplitudes which were smaller to lexical compared to non-lexical stimuli in dyslexics compared to skilled readers. Brain activity in response to the probes was more prominent over the right scalp in dyslexics, in contrast to controls that had left side prominence. The results suggest that dyslexic children relate to the physical features of stimuli as opposed to skilled readers, who rely more on the linguistic features of the stimuli. We suggest that remembering visually presented items in dyslexics involves different cognitive strategies and brain structures compared to skilled readers.

Original languageEnglish
Pages (from-to)227-237
Number of pages11
JournalInternational Journal of Neuroscience
Issue number1-4
StatePublished - 1994
Externally publishedYes


  • Dyslexia
  • Event-related potentials
  • Short-term memory
  • Visual stimuli

ASJC Scopus subject areas

  • General Neuroscience


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