Corrigendum: Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory
- 1Perception Dynamics Institute (PDI), United States
- 2Department of Psychology, University of South Alabama, United States
Error in Figure/Table
In the original article, there was a mistake in Figure 1 as published. The contrast of the figures was too low to be resolved. The corrected Figure 1 appears below. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Figure 1. (A) Schematic of Stimulus Presentation for PATH to Reading intervention. Pattern flashes on screen (shown above) while center stripes move left or right. Screen goes blank, waits for left or right arrow key to be pushed. If incorrect, short tone sounds. Pattern with same or different contrast flashes on screen while center stripes move left or right. Screen goes blank, waits for left or right arrow key to be pushed. This sequence of patterns is presented continuously until the contrast threshold for this pattern is measured. Then the next pattern combination is presented to measure next contrast threshold, until all 20 PATH to Reading patterns were presented, and the program says “Thank You” and quits. (B) Sample patterns at Complexity Level 1 for a background one octave lower in spatial frequency (0.5 cyc/deg) than the test frequency, equal in spatial frequency to the test frequency (1 cyc/deg), and one octave higher in spatial frequency (2 cyc/deg) than the test frequency for a 1 cyc/deg “fish shaped” test pattern. (C) Sample patterns at Complexity Levels 2, 3, and 4 for the center pattern in (B). These patterns have multifrequency background patterns (1 cyc/deg + 2 cyc/deg + 3 cyc/deg) for a 1 cyc/deg test pattern on a 5% (Complexity Level 2), 10% (Complexity Level 3), and 20% (Complexity Level 4) contrast background. These same four complexity levels are repeated at subsequently faster speeds for each set of four complexity levels, increasing from 6.7 Hz (complexity levels 1–4) to 8 Hz (complexity levels 5–8) to10 Hz (complexity levels 9–12) to 13.3 Hz (complexity levels 13–16), as listed in Table 2.
Keywords: Dyslexia, perceptual learing, plasticity, timing, reading, Attention, Memory
Received: 10 Oct 2018;
Accepted: 01 Nov 2018.
Edited by:Chrystalina A. Antoniades, Nuffield Department of Clinical Neurosciences, Medical Sciences Division, University of Oxford, United Kingdom
Copyright: © 2018 Lawton and Shelley-Tremblay. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Teri Lawton, Perception Dynamics Institute (PDI), Del Mar, United States, firstname.lastname@example.org