Intact procedural memory and impaired auditory statistical learning in adults with dyslexia

Ozernov‐Palchik, Ola; Qi, Zhenghan; Beach, Sara D.; Gabrieli, John D. E.

doi:10.1016/j.neuropsychologia.2023.108638

Cited by 1 publication

(3 citation statements)

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“…This result is in line with a previous study which showed that reading skills were more strongly associated with auditory SL than with visual SL in typically reading adults and children (Qi et al, 2019). It is also consistent with a recent study on dyslexia which showed that adults with dyslexia exhibited typical statistical learning for visual material, but impaired statistical learning for auditory material and only auditory statistical learning correlated positively with single-word reading performance both across all participants and in the group of dyslexics (Ozernov-Palchik et al, 2023).…”

Section: Discussionsupporting

confidence: 92%

“…In that respect, VSL and ASL segmentation tasks are quite different because they do not require explicit knowledge of the task goal or any motor engagement (Batterink et al, 2015;Song et al, 2007). The findings in the dyslexia study by Ozernov-Palchik et al (2023) are clearly in favor of a dissociation between these two types of SL tasks because they found deficits in adults with dyslexia in an ASL segmentation task but not in skill learning on mirror tracing and rotary pursuit tasks, two tasks that reflect purely procedural memory.…”

Section: Discussionmentioning

confidence: 97%

“…The picture does not get much clearer when considering studies that investigated SL deficits in developmental dyslexia (DD). Indeed, some studies found that children or adults with DD had a significant SL deficit (Lukasova et al, 2016;Ozernov-Palchik et al, 2023;Przekoracka-Krawczyk et al, 2017), while others did not find an SL deficit in DD (Inácio et al, 2018;Staels & Van Den Broeck, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Semantic and Syntactic Predictions in Reading Aloud: Are Good Predictors Good Statistical Learners?

Gavard,

Ziegler

2024

Journal of Cognition

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Recent research suggests that becoming a fluent reader may partially rely on a domaingeneral statistical learning (SL) mechanism that allows a person to automatically extract predictable patterns from the sensory input. The goal of the present study was to investigate a potential link between SL and the ability to make linguistic predictions. All previous studies investigated quite general levels of reading ability rather than the dynamic process of making linguistic predictions. We thus used a recently developed predictive reading task, which consisted of having participants read aloud words that were preceded by either semantically or syntactically predictive contexts. To measure the componential nature of SL, we used a visual and an auditory SL task (VSL, ASL) and the classic serial reaction time task (SRT). General reading ability was assessed with a reading speed/comprehension test. The study was conducted online on a sample of 120 participants to make it possible to explore interindividual differences. The results showed only weak and sometimes even negative correlations between the various SL measures. ASL correlated positively and predicted general reading ability but neither semantic nor syntactic prediction effects. Similarly, one of the SRT measures was significantly associated with reading level and reading speed but not with linguistic prediction effects. In sum, there is little evidence that domain-general SL is a good predictor of people's ability to make domain-specific linguistic predictions. In contrast, SL shows a weak but significant association with general reading ability.

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Section: Discussionsupporting

confidence: 92%