Jessica Peters

Jessica Peters
La Trobe University · Department of Psychology and Counselling

PhD Candidate. BPsychSc (Hons), MPsych (ClinNeuro)

About

22
Publications
3,569
Reads
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82
Citations
Citations since 2016
22 Research Items
82 Citations
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201620172018201920202021202205101520253035
Introduction
Currently undertaking a PhD investigating the role of visuo-attention in the development of reading. My particular interest is in visuo-attentional interventions for reading.

Publications

Publications (22)
Article
Full-text available
Although attention and early associative learning in preverbal children is predominantly driven by rapid eye-movements in response to moving visual stimuli and sounds/words (e.g., associating the word “bottle” with the object), the literature examining the role of visual attention and memory in ongoing vocabulary development across childhood is lim...
Article
Full-text available
Dynamic visual attention training using Action Video Games (AVGs) is a promising intervention for dyslexia. This study investigated the efficacy of 5 h (10 × 30 min) of AVG training in dyslexic children (aged 8–13) using ‘Fruit Ninja’, while exploring whether increasing attentional and eye movement demands enhanced AVG effectiveness. Regular (AVG-R...
Preprint
Conscious, goal-directed behaviours in adults require attention and access to working memory (WM) and utilize the same visually driven parieto-frontal neural networks of the brain. Logically, the development of this goal-directed network must also underpin all learning and cognitive maturation.in children. Thus, we sought to systematically review t...
Preprint
Full-text available
Literature examining the role of visual memory in vocabulary development during childhood is limited, despite it being well known that preverbal infants rely on their visual abilities to form memories and learn new words. Hence, this systematic review and meta-analysis utilised a cognitive neuroscience perspective to examine the association between...
Preprint
Full-text available
Literature examining the role of visual memory in vocabulary development during childhood is limited, despite it being well known that preverbal infants rely on their visual abilities to form memories and learn new words. Hence, this systematic review and meta-analysis utilised a cognitive neuroscience perspective to examine the association between...
Article
Full-text available
The magnocellular-dorsal system is well isolated by high temporal frequency. However, temporal processing thresholds have seldom been explored in developmental dyslexia nor its subtypes. Hence, performances on two, four-alternative forced-choice achromatic flicker fusion threshold tasks modulated at low (5%) and high (75%) temporal contrast were co...
Article
Full-text available
Rapid Automatized Naming (RAN) is a strong predictor of reading aloud, though there is little agreement on what underpins RAN or how it relates to reading. Some theorize phonological skills, while others suggest that RAN reflects the “microcosm” of cognitive and attentional processes also required for reading, with more recent research using eye mo...
Article
Full-text available
Several neurodevelopmental disorders (NDDs) including Developmental Dyslexia (DD), Autism Spectrum Disorder (ASD), but not Attention Deficit Hyperactive Disorder (ADHD), are reported to show deficits in global motion processing. Such behavioral deficits have been linked to a temporal processing deficiency. However, to date, there have been few stud...
Preprint
Full-text available
Dyslexia is associated with phonological and visuo-attentional deficits. Phonological interventions improve word accuracy and letter-sound knowledge, but not reading fluency. This systematic review evaluated the effectiveness of dynamic computerized visuo-attentional interventions aimed at improving reading for dyslexic and neurotypical children ag...
Article
Dyslexia is associated with phonological and visuo-attentional deficits. Phonological interventions improve word accuracy and letter-sound knowledge, but not reading fluency. This systematic review evaluated the effectiveness of dynamic computerized visuo-attentional interventions aimed at improving reading for dyslexic and neurotypical children ag...
Poster
Full-text available
Dyslexia is associated with phonological and visuo-attentional deficits. Phonological interventions improve word accuracy and letter-sound knowledge, but not reading fluency. This systematic review evaluated the effectiveness of dynamic computerized visuo-attentional interventions aimed at improving reading for dyslexic and neurotypical children ag...
Poster
Full-text available
BOTH LOW AND HIGH CONTRAST FLICKER FUSION THRESHOLDS DIFFERENTIATE DYSLEXIC AND TYPICALLY DEVELOPING CHILDREN Peters, J1., Brown, A1., Sawan, J1., & Crewther, S1. 1Department of Psychology and Counselling, La Trobe University, Melbourne, Australia. Evidence over the last 30 years indicates that individuals with dyslexia may demonstrate reduced mag...
Poster
Full-text available
Eye movements are generally well accepted indicators of shifts in attention, though their role in understanding problem solving capacity and efficiency is a relatively new area of research. Thus, this study explored eye movement (EM) patterns as a predictor of non-verbal intelligence and problem solving strategies. Eye movements were measured for f...
Poster
Full-text available
Fluent reading is the ability to seamlessly read text with accuracy and speed and onsidered the hallmark of a good reader. However measuring fluent reading across the reading spectrum is challenging, as one must consider the influence of word amiliarity/difficulty. Thus, the current study aimed to investigate the role of eye movements on text-diffi...
Article
Full-text available
Meeting abstract presented at VSS 2017. Rapid Automatized Naming (RAN) has long been known to identify poor/dyslexic readers. The mechanism underpinning RAN are often associated with phonological processing so we set out to determine to what extent eye movements contribute to RAN and text reading ability. Thirty typical readers and 18 poor readers...
Conference Paper
Full-text available
RAN successfully differentiates good readers from poor/dyslexic readers and is an established predictor of reading ability. It has been interpreted to reflect phonological processing or conversely as the ability to coordinate sequential processing of multiple visual stimuli. In an attempt to unravel which processes underpin RAN and thus determine h...
Conference Paper
Full-text available
It is widely acknowledged that visual differences exist across the autism spectrum. However, the literature has not yet adequately considered the interactive contributions of anxiety and attention to behavioural problems noted in children with neurodevelopmental disorders. Forty primary school children aged between 5 and 12 years were compared betw...

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