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Implicit sequence learning in dyslexia: a within-sequence comparison of first- and higher-order information

Implicit sequence learning in dyslexia: a within-sequence comparison of first- and higher-order... The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time increments when the sequence was unexpectedly changed, suggesting that learning of the sequence took place. However, a novel analysis comparing transitions of differing complexity within the learning blocks indicated that dyslexic participants were impaired only for higher-order but not first-order sequence learning. No difference was found in the explicit awareness contribution between the two groups and this was found not to correlate with reaction time performance. This result suggests that statistical complexity of the sequence may account for intact and impaired learning performance in dyslexia. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Implicit sequence learning in dyslexia: a within-sequence comparison of first- and higher-order information

Annals of Dyslexia , Volume 63 (2) – Sep 21, 2012

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References (53)

Publisher
Springer Journals
Copyright
Copyright © 2012 by The International Dyslexia Association
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-012-0077-1
pmid
22996058
Publisher site
See Article on Publisher Site

Abstract

The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time increments when the sequence was unexpectedly changed, suggesting that learning of the sequence took place. However, a novel analysis comparing transitions of differing complexity within the learning blocks indicated that dyslexic participants were impaired only for higher-order but not first-order sequence learning. No difference was found in the explicit awareness contribution between the two groups and this was found not to correlate with reaction time performance. This result suggests that statistical complexity of the sequence may account for intact and impaired learning performance in dyslexia.

Journal

Annals of DyslexiaSpringer Journals

Published: Sep 21, 2012

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