The interplay between Vernier acuity and reading, and their respective developmental trajectories

• Applicants: Dr. Katharina Limbach, Ph.D.; Professorin Dr. Sarah Weigelt
• Subject Area: Developmental and Educational Psychology ; Biological Psychology and Cognitive Neuroscience
• Term: since 2023
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 515780545

Recent research stresses the role of experience in shaping brain development, which matches findings that the experience-dependent development of the visual system lasts well into late-childhood and adolescence. During this protracted development, children and adolescents experience the world differently to adults, both quantitatively and qualitatively. Here we set out to investigate the interplay between a key visual skill: Vernier acuity (VerA) and a key cultural skill: reading, within a longitudinal developmental study using both, behavioral and electrophysiological measures. VerA allows us to distinguish the relative position of elements, such as small misalignments between two line segments and is based on cortical processing. While VerA increases within the first years of life it is also characterized by a steep second increase around six years of age. Previous research hints at the possibility that this second increase of VerA is linked to reading and/or reading acquisition starting at exactly that age as high VerA enables us to tell apart marginally different letters such as "h" and "n" or "c" and "o". We will assess children’s visual as well as (pre)reading profile and follow them across the transition from kindergarten to 2nd grade. The inclusion of both electrophysiological and behavioral measures will allow us to both track development reliably on multiple levels as well as advance knowledge about diagnostics of VerA and its underlying mechanism. With a longitudinal design we will answer the question whether the second increase in VerA around 6 years of age is influenced by reading (acquisition) or more generally schooling, or rather based on general development/brain maturation. It will also allow us to investigate whether VerA (development) in turn influences reading skills or reading (acquisition). By the inclusion of adults, who have both "mature" reading and visual systems, we furthermore want to study individual differences and the potential stable correlation between VerA and reading skills. Insights into the relationship between VerA and reading skills could be especially important for children who struggle with reading (acquisition) or are diagnosed with dyslexia. The results will not only further our understanding of ongoing and experience-dependent brain development during childhood, they might also inform recommendations for educational practices. If it will be discovered that VerA development influences reading (acquisition) recommendations on preschool visual diagnostics and potentially even training interventions should be discussed.

• DFG Programme: Research Grants
• International Connection: USA
• Cooperation Partner: Professor Dr. Benjamin J. Balas