McNair Research Proposal (draft)
Apr. 28th, 2005 01:17 am![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
trickykittyThis is the proposal that I will be submitting on Friday.
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McNair Research Proposal
(FIRST DRAFT)
STATEMENT OF PROBLEM / RESEARCH QUESTION
Do dyslexics have a categorical learning problem when learning to connect sounds to letter? This question can be looked at by answering the following experimental question: At what rate are probabilistic phonemic and graphemic rules learned (categorical learning) and adjusted (task switching) given a person's level of reading and phonological abilities?
SUMMARY OF SCHOLARSHIP RELEVANT TO THE PROJECT
For many years researchers have been looking at dyslexia as a high-cognitive deficit in reading ability. More recently, the area of dyslexia has been recognized as more of a spelling deficit, which in turn affects reading ability, rather than a reading deficit outright. What causes the effects noted in previous research on dyslexia is still unknown. What we do know about dyslexia tends to be slanted more toward the behavioural side of the equation. A sample of findings is given below.
•Dyslexics may be taught how to read better yet their spelling skills will remain below level even after reading training.
•Dyslexics are able to parse large words into smaller words, such as "ongoing" into the words "on" and "going." However, dyslexics have specific difficulty with parsing individual letters of a word combined with the sounds that those letters make.
•Dyslexics appear to have no problem with understanding and comprehending spoken language.
•In one experiment, normal readers were able to better recall rhyming words (phonetically similar) whereas dyslexics where able to better recall words that look alike (graphemically similar) but sound differently, i.e. "how" and "low". This shows that dyslexia is not a memory deficit as they are able to compensate in one area by use of an alternative memory process.
Our knowledge of dyslexic research combined with knowledge of research in other cognitive domains, such as Parkinson's disease and its effect on categorical learning, may provide a clue as to what is the main source of deficit in dyslexia. Using this background knowledge, it can be theorized that dyslexics have a specific deficit in categorical learning of letters to sounds. This is a more basic level of processing (when compared to higher-level processes such as reading ability) than originally thought. There is currently no previous research testing this line of dyslexic theory utilizing lower-level processes.
SIGNIFICANCE OF RESEARCH
Although diagnosis of dyslexia has become increasingly well-known, the cause of such deficit remains unknown. Current treatment for dyslexia may only be treating the symptoms without fully resolving the problem. Should it be proven that dyslexia is more basic in nature, early testing and educational materials can be devised in an effort to put children on the right path well before reading age, the typical age at which reading impairments become significant and dyslexia is diagnosed.
METHODOLOGY
The hypothesis being tested in this research involves an inability in dyslexics to adapt categorical learning to basic phonographic processes. In particular, focus is placed on the ability of readers to attach specific sounds with specific letters. Cognitive testing will allow us to gather data which can then be compared with the predictions set fourth with this theory. General tests will be administered to show reading ability and phonological awareness. One generic cognitive task will test for basic abilities to categorically learn and to task switch. A second cognitive task will test specific categorical learning and task switching with regard to phonemic and graphemic domains.
Known areas of the brain involved in categorical learning of words and sounds as well as task switching areas (as used with the Wisconsin Card Sorting task) will provide the basis for a neural model. This basis can then be tested with various criteria which mimic normal readers, slow readers and dyslexic readers. Behavioural results can then be correlated with model results for accuracy.
Although most of these participants will probably be normal readers versus dyslexic readers, it is important to see if any categorical learning differences are found simply because of overall differences in general reading or phonological ability. Two possibilities may arise: categorical learning falls off as reading or phonological ability declines, or there are no statistical differences between high-ability and low-ability participants. This is important to distinguish before research continues with participants who have already been diagnosed with dyslexia.
TENTATIVE ORGANIZATION
•College-aged participants will be tested for reading ability, phonological awareness, and categorical learning abilities.
•Data from college-aged participants will be statistically analysed.
•A basic neural model will be created utilizing known neural structures.
•The model will be adapted to reflect any correlations in the behavioural data.
BIBLIOGRAPHY
(to be finalized with final proposal)
Reading books about dyslexia and previous research done in these areas.
Research on neural models for the Wisconsin Card Sorting task.
Research on neural areas involved in sound, letter and word recognition.
***********************************
I just finished the E-Prime programs which consist of the cognitive tasks that I will be giving to participants. Friday I will begin familiarizing myself with the educational tests and how to administer those as well as begin making updates to a paper that will be submitted for publication from the fNIRS research that I worked on this past fall. Next week I'll be writing up the IRB proposals for working with the dyslexic children this upcoming fall and creating yet another E-Prime program for an additional cognitive task which they will be receiving. I was informed that since I am out of lab hours and will have to significantly cut back in the fall, then I might be placed in a more supervisory position training other students how to go out and administer the tests to the children in Dallas. This is actually a step up and will look really, really well on my transcript.
Friday night - McNair party at Gilligan's.
Next Wednesday night - lab party at Don Pablos (I believe it's the same one where our new shithead friend Andy works - that'll be funny if we see him there. Maybe![[livejournal.com profile]](https://www.dreamwidth.org/img/external/lj-userinfo.gif)
smokedamage can ask about his missing lighter.)
Still have to finish that damned research paper on what insight cognitive psychology can give to educational/instructional delivery issues. It's officially only 4 months late (and will be at least 4.5-5 months late when I get it turned in). Do you think she'll mind?
***********************************
McNair Research Proposal
(FIRST DRAFT)
STATEMENT OF PROBLEM / RESEARCH QUESTION
Do dyslexics have a categorical learning problem when learning to connect sounds to letter? This question can be looked at by answering the following experimental question: At what rate are probabilistic phonemic and graphemic rules learned (categorical learning) and adjusted (task switching) given a person's level of reading and phonological abilities?
SUMMARY OF SCHOLARSHIP RELEVANT TO THE PROJECT
For many years researchers have been looking at dyslexia as a high-cognitive deficit in reading ability. More recently, the area of dyslexia has been recognized as more of a spelling deficit, which in turn affects reading ability, rather than a reading deficit outright. What causes the effects noted in previous research on dyslexia is still unknown. What we do know about dyslexia tends to be slanted more toward the behavioural side of the equation. A sample of findings is given below.
•Dyslexics may be taught how to read better yet their spelling skills will remain below level even after reading training.
•Dyslexics are able to parse large words into smaller words, such as "ongoing" into the words "on" and "going." However, dyslexics have specific difficulty with parsing individual letters of a word combined with the sounds that those letters make.
•Dyslexics appear to have no problem with understanding and comprehending spoken language.
•In one experiment, normal readers were able to better recall rhyming words (phonetically similar) whereas dyslexics where able to better recall words that look alike (graphemically similar) but sound differently, i.e. "how" and "low". This shows that dyslexia is not a memory deficit as they are able to compensate in one area by use of an alternative memory process.
Our knowledge of dyslexic research combined with knowledge of research in other cognitive domains, such as Parkinson's disease and its effect on categorical learning, may provide a clue as to what is the main source of deficit in dyslexia. Using this background knowledge, it can be theorized that dyslexics have a specific deficit in categorical learning of letters to sounds. This is a more basic level of processing (when compared to higher-level processes such as reading ability) than originally thought. There is currently no previous research testing this line of dyslexic theory utilizing lower-level processes.
SIGNIFICANCE OF RESEARCH
Although diagnosis of dyslexia has become increasingly well-known, the cause of such deficit remains unknown. Current treatment for dyslexia may only be treating the symptoms without fully resolving the problem. Should it be proven that dyslexia is more basic in nature, early testing and educational materials can be devised in an effort to put children on the right path well before reading age, the typical age at which reading impairments become significant and dyslexia is diagnosed.
METHODOLOGY
The hypothesis being tested in this research involves an inability in dyslexics to adapt categorical learning to basic phonographic processes. In particular, focus is placed on the ability of readers to attach specific sounds with specific letters. Cognitive testing will allow us to gather data which can then be compared with the predictions set fourth with this theory. General tests will be administered to show reading ability and phonological awareness. One generic cognitive task will test for basic abilities to categorically learn and to task switch. A second cognitive task will test specific categorical learning and task switching with regard to phonemic and graphemic domains.
Known areas of the brain involved in categorical learning of words and sounds as well as task switching areas (as used with the Wisconsin Card Sorting task) will provide the basis for a neural model. This basis can then be tested with various criteria which mimic normal readers, slow readers and dyslexic readers. Behavioural results can then be correlated with model results for accuracy.
Although most of these participants will probably be normal readers versus dyslexic readers, it is important to see if any categorical learning differences are found simply because of overall differences in general reading or phonological ability. Two possibilities may arise: categorical learning falls off as reading or phonological ability declines, or there are no statistical differences between high-ability and low-ability participants. This is important to distinguish before research continues with participants who have already been diagnosed with dyslexia.
TENTATIVE ORGANIZATION
•College-aged participants will be tested for reading ability, phonological awareness, and categorical learning abilities.
•Data from college-aged participants will be statistically analysed.
•A basic neural model will be created utilizing known neural structures.
•The model will be adapted to reflect any correlations in the behavioural data.
BIBLIOGRAPHY
(to be finalized with final proposal)
Reading books about dyslexia and previous research done in these areas.
Research on neural models for the Wisconsin Card Sorting task.
Research on neural areas involved in sound, letter and word recognition.
***********************************
I just finished the E-Prime programs which consist of the cognitive tasks that I will be giving to participants. Friday I will begin familiarizing myself with the educational tests and how to administer those as well as begin making updates to a paper that will be submitted for publication from the fNIRS research that I worked on this past fall. Next week I'll be writing up the IRB proposals for working with the dyslexic children this upcoming fall and creating yet another E-Prime program for an additional cognitive task which they will be receiving. I was informed that since I am out of lab hours and will have to significantly cut back in the fall, then I might be placed in a more supervisory position training other students how to go out and administer the tests to the children in Dallas. This is actually a step up and will look really, really well on my transcript.
Friday night - McNair party at Gilligan's.
Next Wednesday night - lab party at Don Pablos (I believe it's the same one where our new shithead friend Andy works - that'll be funny if we see him there. Maybe
smokedamage can ask about his missing lighter.)Still have to finish that damned research paper on what insight cognitive psychology can give to educational/instructional delivery issues. It's officially only 4 months late (and will be at least 4.5-5 months late when I get it turned in). Do you think she'll mind?
