Reading in Developmental Prosopagnosia: Evidence for a Dissociation Between Word and Face Recognition
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Reading in Developmental Prosopagnosia : Evidence for a Dissociation Between Word and Face Recognition. / Starrfelt, Randi; Klargaard, Solja; Petersen, Anders; Gerlach, Christian.
In: Neuropsychology, Vol. 32, No. 2, 03.2018, p. 138-147.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Reading in Developmental Prosopagnosia
T2 - Evidence for a Dissociation Between Word and Face Recognition
AU - Starrfelt, Randi
AU - Klargaard, Solja
AU - Petersen, Anders
AU - Gerlach, Christian
PY - 2018/3
Y1 - 2018/3
N2 - Objective: Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found, that is, impaired reading in developmental prosopagnosia.Method: We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: a) single word reading with words of varying length, b) vocal response times in single letter and short word naming, c) recognition of single letters and short words at brief exposure durations (targeting the word superiority effect), and d) text reading. Results: Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition, as the difference in performance with faces and words was significantly greater for participants with developmental prosopagnosia than for controls.Conclusions: Adult developmental prosopagnosics read as quickly and fluently as controls, while they are seemingly unable to learn efficient strategies for recognizing faces. We suggest that this is due to the differing demands that face and word recognition put on the perceptual system.
AB - Objective: Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found, that is, impaired reading in developmental prosopagnosia.Method: We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: a) single word reading with words of varying length, b) vocal response times in single letter and short word naming, c) recognition of single letters and short words at brief exposure durations (targeting the word superiority effect), and d) text reading. Results: Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition, as the difference in performance with faces and words was significantly greater for participants with developmental prosopagnosia than for controls.Conclusions: Adult developmental prosopagnosics read as quickly and fluently as controls, while they are seemingly unable to learn efficient strategies for recognizing faces. We suggest that this is due to the differing demands that face and word recognition put on the perceptual system.
KW - Developmental prosopagnosia
KW - Face recognition
KW - Reading
KW - Word recognition
U2 - 10.1037/neu0000428
DO - 10.1037/neu0000428
M3 - Journal article
C2 - 29528680
VL - 32
SP - 138
EP - 147
JO - Neuropsychology
JF - Neuropsychology
SN - 0894-4105
IS - 2
ER -
ID: 185199811