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Browsing by Author "Kress, Shaylyn"

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    Comparing models of information transfer in the structural brain network and their relationship to functional connectivity: diffusion versus shortest path routing
    (Springer Nature, 2023-02-01) Neudorf, Josh; Kress, Shaylyn; Borowsky, Ron
    The relationship between structural and functional connectivity in the human brain is a core question in network neuroscience, and a topic of paramount importance to our ability to meaningfully describe and predict functional outcomes. Graph theory has been used to produce measures based on the structural connectivity network that are related to functional connectivity. These measures are commonly based on either the shortest path routing model or the diffusion model, which carry distinct assumptions about how information is transferred through the network. Unlike shortest path routing, which assumes the most efficient path is always known, the diffusion model makes no such assumption, and lets information diffuse in parallel based on the number of connections to other regions. Past research has also developed hybrid measures that use concepts from both models, which have better predicted functional connectivity from structural connectivity than the shortest path length alone. We examined the extent to which each of these models can account for the structure–function relationship of interest using graph theory measures that are exclusively based on each model. This analysis was performed on multiple parcellations of the Human Connectome Project using multiple approaches, which all converged on the same finding. We found that the diffusion model accounts for much more variance in functional connectivity than the shortest path routing model, suggesting that the diffusion model is better suited to describing the structure–function relationship in the human brain at the macroscale.
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    Effects of central vs. peripheral attentional-oculomotor exercise on lexical processing
    (Sage Publication, 2024-12-18) Kress, Shaylyn; caron, Scott; Neudorf, Josh; Borowsky, Branden; Borowsky, Ron
    Past research from our lab has suggested visual demands in video games serve to exercise attentional-oculomotor (A-O) processing in a manner beneficial to reading. However, testing the effect of video games on reading typically requires long timeframes (e.g., multiweek training or years of accumulated video game experience). The current study manipulated within-experiment peripheral and central demands to evaluate the effects of A-O exercise on task performance. Our study included two tasks: an orthographic lexical decision task (OLDT), designed to optimise orthographic lexical processing, and a novel graphic-based health bar decision task (HBDT). In Experiment 1, the stimuli were presented centrally in one block and peripherally in another block to manipulate A-O exercise. We observed greater improvements in the peripheral-first than the central-first group, particularly for the OLDT. In Experiments 2 and 3, we focused on the OLDT, with the HBDT serving as the A-O exercise task, and observed improvements in both centrally and peripherally trained participants. We additionally observed, through analyses of word and bigram frequency, a double dissociation, whereby increased target word frequency was associated with faster target reaction times and improved error rates, whereas increased foil bigram frequency was associated with slower foil reaction times and worse error rates. Taken together, the experiments demonstrate a mechanism beyond simple task learning that drives reading improvements, and A-O exercise, even if movements are small, appears to play a role in the improvements observed. We suggest future research should further develop this paradigm and examine its utility for reading remediation in dyslexia.
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    What's in a game: Video game visual-spatial demand location exhibits a double dissociation with reading speed
    (Elsevier, 2022-12-23) Kress, Shaylyn; Neudorf, Josh; Borowsky, Braedyn; Borowsky, Ron
    This research sought to clarify the nature of the relationship between video game experience, attention, and reading. Previous studies have suggested playing action video games can improve reading ability in children with dyslexia. Other research has linked video game experience with visual-spatial attention, and visual-spatial attention with reading. We hypothesized that the visual-spatial demands of video games may drive relationships with reading through attentional processing. In this experiment we used a hybrid attention/reading task to explore the relationship between video game visual-spatial demands, reading and attention. We also developed novel visual-spatial demand measures using participants' top five played video games for an individual-specific measure of visual demands. Peripheral visual demands in video games were associated with faster reading times, while central visual demands were associated with slower reading times for both phonetic decoding and lexical reading. In addition, video game experience in terms of hours spent playing video games each week interacted with the cueing effect size in the lexical reading condition, with experienced video game players exhibiting a larger cueing effect than participants with less video game experience. These results suggest that exposure to peripheral visual spatial demands in video games may be related to both lexical and sublexical reading processes in hybrid attentional reading tasks such as ours with skilled adult readers, which has implications not only for models of how ventral and dorsal stream reading and visual-spatial attention are integrated, but also for the development of dyslexia diagnostics and remediation.