Advanced

Implicit sequence learning is preserved in dyslexic children

Inácio, Filomena; Faísca, Luís; Forkstam, Christian; Araújo, Susana; Bramão, Inês LU ; Reis, Alexandra and Petersson, Karl Magnus (2018) In Annals of Dyslexia 68(1). p.1-14
Abstract

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed.... (More)

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.

(Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Artificial grammar learning, Children, Dyslexia, Implicit learning, Reading acquisition
in
Annals of Dyslexia
volume
68
issue
1
pages
1 - 14
publisher
Springer
external identifiers
  • scopus:85044741897
ISSN
0736-9387
DOI
10.1007/s11881-018-0158-x
language
English
LU publication?
yes
id
dd4419c8-9c28-4276-8fb2-8491c6fbb185
date added to LUP
2018-04-10 11:01:31
date last changed
2019-02-20 11:13:32
@article{dd4419c8-9c28-4276-8fb2-8491c6fbb185,
  abstract     = {<p>This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.</p>},
  author       = {Inácio, Filomena and Faísca, Luís and Forkstam, Christian and Araújo, Susana and Bramão, Inês and Reis, Alexandra and Petersson, Karl Magnus},
  issn         = {0736-9387},
  keyword      = {Artificial grammar learning,Children,Dyslexia,Implicit learning,Reading acquisition},
  language     = {eng},
  month        = {04},
  number       = {1},
  pages        = {1--14},
  publisher    = {Springer},
  series       = {Annals of Dyslexia},
  title        = {Implicit sequence learning is preserved in dyslexic children},
  url          = {http://dx.doi.org/10.1007/s11881-018-0158-x},
  volume       = {68},
  year         = {2018},
}