Implicit sequence learning is preserved in dyslexic children
(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.
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- author
- Inácio, Filomena ; Faísca, Luís ; Forkstam, Christian ; Araújo, Susana ; Bramão, Inês LU ; Reis, Alexandra and Petersson, Karl Magnus
- organization
- publishing date
- 2018-04-03
- 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
-
- pmid:29616459
- 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
- 2024-07-23 15:45:03
@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}}, keywords = {{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}}, doi = {{10.1007/s11881-018-0158-x}}, volume = {{68}}, year = {{2018}}, }