The Physiological Effects of Goal Orientations on the Reading Performance of Students with Dyslexia: A Pilot Study

摘要

The purpose of the present study was to test the hypothesis that goal orientations are defined by saliently different physiological responses in students with dyslexia. Using a single-subject alternating conditions design a series of goal conditions were implemented. Participants were 16 college students and English as a Foreign Language (EFL) learners with a diagnosis of dyslexia. Electroencephalographic (EEG), Electromyographic (EMG) and Blood Volume Pulse (BVP) activities were monitored using Nexus-4. Results indicated that the performance goal conditions were manifested with significantly elevated abnormal cortical activity. Among goal orientations, performance goals with a focus on normative evaluations (Grant and Dweck, 2003) were associated with the most debilitating changes in participants’ physiology. It is suggested that the early negative effects of performance goals could be attributed to their foci on normative evaluations.