Lobier, M. 1 , Dubois, M. 2 & Valdois, S. 1
1 Laboratoire de Psychologie et Neurocognition, CNRS UMR 5105, Université Pierre Mendès-France, Grenoble, France
2 Laboratoire Cognition, Langage et Développement, Université Libre de Bruxelles, Brussels, Belgium
In this study, we explored how parallel processing skills develop and relate to reading speed from ages 7 to 11. Parallel processing skills were evaluated using two different visual attention theoretical frameworks. The Visual-Attention Span, defined as the number of individual visual elements that can be processed in parallel, was evaluated using a global report task. The Theory of Visual Attention uses performance on multi-element parallel processing to compute two parameters: visual processing speed (C) and visual apprehension span (K). Text and single word reading speed were evaluated. Results show that both the Visual-Attention Span and visual processing speed increase significantly from ages 7 to 11 contrary to visual apprehension span. Multiple-regression analyses show that the VA span relates to TVA parameters. However, once the effects of age have been taken into account, only the Visual-Attention span explains a significant part of the remaining reading speed variance. These results emphasize the role of visual attention mechanisms involved in parallel processing in reading speed. They support the relevance of reading models that include parallel processing visual attention mechanisms. Results further suggest a potential specificity of parallel processing when applied to horizontally displayed elements.