Artificial grammar learning in primary school children with and without developmental dyslexia

Pavlidou, Elpis V.; Williams, Joanne; Kelly, Louise

doi:10.1007/s11881-009-0023-z

Cited by 47 publications

(32 citation statements)

References 59 publications

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“…Recently, Arciuli and Simpson [27] found age effects in a visual statistical learning task carried out in children between 5 and 12 years of age and showed that they occurred regardless of the durations of presentation of the stimuli. Developmental influences were also reported in a study comparing artificial grammar learning in typically developing children and children with developmental dyslexia [28].…”

Section: Introductionmentioning

confidence: 83%

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

2013

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Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

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Section: Introductionmentioning

confidence: 83%

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

2013

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“…Such a relationship is expected according to the theory that there exists a general statistical learning ability that is linked to reading ability (Arciuli & Simpson, 2012; Jiménez-Fernández et al, 2011; Pavlidou & Williams, 2010; Pavlidou et al, 2009; Vicari et al, 2005; Vicari et al, 2003). We did not find a relationship of this sort.…”

Section: Discussionmentioning

confidence: 99%

“…A large degree of asymmetry may be a sign of good statistical learning ability, which according to some investigators is a domain-general ability that is linked to literacy skill (Jiménez-Fernández, Vaquero, Jiménez, & Defior, 2011; Pavlidou, Williams, & Kelly, 2009; Pavlidou & Williams, 2010; Vicari et al, 2005; Vicari, Marotta, Menghini, Molinari, & Petrosini, 2003). For example, Vicari et al (2003) had participants press a key whenever a green circle appeared on a screen.…”

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confidence: 99%

Statistical Learning, Letter Reversals, and Reading

Treiman

Gordon

Boada

et al. 2014

Scientific Studies of Reading

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Reversal errors play a prominent role in theories of reading disability. We examined reversal errors in the writing of letters by 5–6-year-old children. Of the 130 children, 92 had a history of difficulty in producing speech sounds, a risk factor for reading problems. Children were more likely to reverse letter forms that face left, such as 〈d〉 and 〈J〉, than forms that face right, such as 〈b〉 and 〈C〉. We propose that this asymmetry reflects statistical learning: Children implicitly learn that the right-facing pattern is more typical of Latin letters. The degree of asymmetry that a child showed was not related to the child’s reading skill at Time 2, 2 ¾ years later. Although children who went on to become poorer readers made more errors in the letter writing task than children who went on to become better readers, they were no more likely to make reversal errors.

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“…Individuals with dyslexia are impaired at a variety of tasks believed to be sub-served by procedural learning including motor adaptation (Brookes, Nicolson, & Fawcett, 2007), implicit sequence learning (Howard et al, 2006; Vicari, Marotta, Menghini, Molinari, & Petrosini, 2003), probabilistic category learning (Gabay, Vakil, Schiff, & Holt, in press), and artificial grammar learning (Pavlidou, Williams, & Kelly, 2009). Procedural learning among individuals with dyslexia is less stable, more prone to interference (Gabay, Schiff, & Vakil, 2012b), and less effectively consolidated (Gabay, Schiff, & Vakil, 2012a).…”

Section: Introductionmentioning

confidence: 99%

Incidental learning of sound categories is impaired in developmental dyslexia

Gabay

Holt

2015

Cortex

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Developmental dyslexia is commonly thought to arise from specific phonological impairments. However, recent evidence is consistent with the possibility that phonological impairments arise as symptoms of an underlying dysfunction of procedural learning. The nature of the link between impaired procedural learning and phonological dysfunction is unresolved. Motivated by the observation that speech processing involves the acquisition of procedural category knowledge, the present study investigates the possibility that procedural learning impairment may affect phonological processing by interfering with the typical course of phonetic category learning. The present study tests this hypothesis while controlling for linguistic experience and possible speech-specific deficits by comparing auditory category learning across artificial, nonlinguistic sounds among dyslexic adults and matched controls in a specialized first-person shooter videogame that has been shown to engage procedural learning. Nonspeech auditory category learning was assessed online via within-game measures and also with a post-training task involving overt categorization of familiar and novel sound exemplars. Each measure reveals that dyslexic participants do not acquire procedural category knowledge as effectively as age- and cognitive-ability matched controls. This difference cannot be explained by differences in perceptual acuity for the sounds. Moreover, poor nonspeech category learning is associated with slower phonological processing. Whereas phonological processing impairments have been emphasized as the cause of dyslexia, the current results suggest that impaired auditory category learning, general in nature and not specific to speech signals, could contribute to phonological deficits in dyslexia with subsequent negative effects on language acquisition and reading. Implications for the neuro-cognitive mechanisms of developmental dyslexia are discussed.

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Artificial grammar learning in primary school children with and without developmental dyslexia

Cited by 47 publications

References 59 publications

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

Statistical Learning, Letter Reversals, and Reading

Incidental learning of sound categories is impaired in developmental dyslexia

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