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{
    "pk": 28961,
    "title": "Visual Spatial Attention Skills and Holistic Processing in High School StudentsWith and Without Dyslexia",
    "subtitle": null,
    "abstract": "Visual-spatial attention has been shown to influence literacy development, yet studies investigating its influence on readingin non-alphabetic scripts such as Chinese are scarce, despite recent studies demonstrating orthographic and visuo-spatialskills to be key deficits in people with dyslexia in Chinese. Here, we investigate visual-spatial processing skills in Chi-nese adolescents by measuring their 1) exogenous and endogenous attentional orienting, and 2) holistic processinga phe-nomenon typically demonstrated in face perceptionin Chinese character recognition. Compared with typically developingstudents, Chinese high-school students with dyslexia showed deficits in both endogenous and exogenous visual-spatialattention. Dyslexics also perceived characters more holistically than the controls, suggesting that they selectively attendedto individual components within Chinese characters less readily. These results demonstrated irregularities in visual-spatialprocessing skills in students in dyslexia. This study provides implications for reading intervention programs in order tofacilitate selective attention to character components to enhance literacy.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Poster Presentations with Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2tt186qd",
    "frozenauthors": [
        {
            "first_name": "Ronald",
            "middle_name": "",
            "last_name": "Chan",
            "name_suffix": "",
            "institution": "The Education University of Hong Kong",
            "department": ""
        },
        {
            "first_name": "Chin-wai",
            "middle_name": "",
            "last_name": "Kwok",
            "name_suffix": "",
            "institution": "The Education University of Hong Kong",
            "department": ""
        },
        {
            "first_name": "Duo",
            "middle_name": "",
            "last_name": "Liu",
            "name_suffix": "",
            "institution": "The Education University of Hong Kong",
            "department": ""
        },
        {
            "first_name": "Ricky",
            "middle_name": "Van-yip",
            "last_name": "Tso",
            "name_suffix": "",
            "institution": "The Education University of Hong Kong",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28961/galley/18832/download/"
        }
    ]
}