In Loving Memory of Samuel Bomgard
Effective dyslexia remediation specifically designed for older struggling readers (age 7+).

The Rise and Fall of Priming

by Laure Zago, Mark J. Fenske, Elissa Aminoff and Moshe Bar

How does the amount of time for which we see an object influence the nature and content of its cortical representation? To address this question, we varied the duration of initial exposure to visual objects and then measured functional magnetic resonance imaging (fMRI) signal and behavioral performance during a subsequent repeated presentation of these objects. We report a novel "rise-and-fall" pattern relating exposure duration and the corresponding magnitude of fMRI cortical signal. Compared with novel objects, repeated objects elicited maximal cortical response reduction when initially presented for 250 ms. Counter-intuitively, initially seeing an object for a longer duration significantly reduced the magnitude of this effect. This "rise-and-fall" pattern was also evident for the corresponding behavioral priming. To account for these findings, we propose that the earlier interval of an exposure to a visual stimulus results in a fine-tuning of the cortical response, while additional exposure promotes selection of a subset of key features for continued representation. These two independent mechanisms complement each other in shaping object representations with experience.

Collage depicting Core Values

quote-sign Our Dynaread team members are required to hold themselves accountable for serving our clients in adherence with our core values...

Contribute with scientific and overall integrity.
Retain the focus on the needs of each individual child.

DYNAREAD: Grounded in Reality

Photo of a soldier and his family.

Dynaread has been developed in the trenches of actual remediation, with our feet firmly planted on the ground. Scientific research is essential (and we consistently use it), but we also understand the realities at home and in school. Not all homes have two parents, not all Dad's or Mom's are always home, there is oftentimes no money, schools lack staff or funding. We listen, we observe, we discuss, and we build the best solutions we can for older (ages 7+) struggling readers.

Photo showing holding hands: Helping Children Together.