Motor sequence learning and reading ability: Is poor reading associated with sequencing deficits?

Waber, Deborah P.; Marcus, David J.; Forbes, Peter; Bellinger, David C.; Weiler, Michael; Sorensen, Lisa G.; Curran, Tim

doi:10.1016/s0022-0965(03)00030-4

Cited by 61 publications

(67 citation statements)

References 18 publications

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“…As suggested previously, implicit learning systems tend to rely less on systems involved in higher cognitive functions than do explicit learning systems. Accordingly, the correlations between implicit learning and cognitive abilities (23,(36)(37)(38) are very weak. Explicit learning, in contrast, is substantially correlated with general intelligence (36)(37)(38).…”

Section: Why Did D2bp and Sequence Learning Show A Negative Correlation?mentioning

confidence: 99%

“…Accordingly, the correlations between implicit learning and cognitive abilities (23,(36)(37)(38) are very weak. Explicit learning, in contrast, is substantially correlated with general intelligence (36)(37)(38). In relation to the present findings, as well as the negative relationship between striatal DA release and sequence learning found by Garraux et al (16), it should also be emphasized that there is no simple relation between activity in the DA system and motor learning.…”

Section: Why Did D2bp and Sequence Learning Show A Negative Correlation?mentioning

confidence: 99%

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Dopamine D2 receptor density in the limbic striatum is related to implicit but not explicit movement sequence learning

Karabanov

Červenka

Manzano

et al. 2010

Proc. Natl. Acad. Sci. U.S.A.

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A large body of literature suggests that motor sequence learning involves dopamine-modulated plastic processes in the basal ganglia. Sequence learning can occur both implicitly, without conscious awareness and intention to learn, and explicitly, i.e., under conscious control. Here, we investigated whether individual differences in implicit and explicit sequence learning of movement sequences in a group of 15 healthy participants are related to dopamine D2 receptor densities in functional subregions of the striatum. Sequence learning was assessed using the serial reaction time task, and measures of implicit and explicit knowledge were estimated using a process dissociation procedure. Correlation analyses were performed between these measures and D2 receptor densities, which had been measured previously with positron emission tomography. Striatal D2 densities were negatively related to measures of sequence learning. In the limbic subregion, D2 densities were specifically related to implicit but not explicit learning. These findings suggest that individual differences in striatal DA function underlie differences in sequence learning ability and support that implicit and explicit sequence learning depend on partly distinct neural circuitry. The findings are also in line with the general view that implicit learning systems are evolutionarily primitive and tend to rely more on phylogenetically old neural circuitry than does explicit learning and cognition.

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Section: Why Did D2bp and Sequence Learning Show A Negative Correlation?mentioning

confidence: 99%

Section: Why Did D2bp and Sequence Learning Show A Negative Correlation?mentioning

confidence: 99%

Dopamine D2 receptor density in the limbic striatum is related to implicit but not explicit movement sequence learning

Karabanov

Červenka

Manzano

et al. 2010

Proc. Natl. Acad. Sci. U.S.A.

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“…The studies described above are the only published studies of implicit learning in dyslexics; however, Waber et al (2003) provide evidence that implicit learning is unrelated to reading ability. Based on the data from a sample of over 400 children with a range of reading competence, they used regression analyses to predict performance on the serial reaction time task and found that reading ability did not reliably predict performance on the task, thus concluding that there was no association between reading ability and implicit sequence learning.…”

Section: Introduction Dmentioning

confidence: 96%

“…Based on the data from a sample of over 400 children with a range of reading competence, they used regression analyses to predict performance on the serial reaction time task and found that reading ability did not reliably predict performance on the task, thus concluding that there was no association between reading ability and implicit sequence learning. However, Waber et al (2003) examined reading ability on a continuum from poor readers to good readers without discerning between dyslexic and non-dyslexic children.…”

Section: Introduction Dmentioning

confidence: 99%

Unimpaired implicit learning in children with developmental dyslexia

Roodenrys

Dunn

2007

Dyslexia

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Children with dyslexia have consistently been found to have a variety of deficits in motor, cognitive, and sensory processes; however, the few studies that have been reported of the implicit learning ability of these children have produced conflicting results. The present study aimed to investigate the implicit learning abilities of children with developmental dyslexia using a simple cued reaction time task which has not been studied with this group previously. Twenty-three children with developmental dyslexia and 37 normally developing children, between the ages of 8 and 10 years, participated in the task. The results were consistent with the hypothesis in demonstrating that, despite an overall slowing in response times, dyslexic children show the same degree of implicit learning as normal readers, thus, providing evidence for an unimpaired implicit learning mechanism in dyslexic individuals. These results hold implications for the underlying mechanisms of learning, as dyslexic individuals who are impaired on explicit learning tasks, such as reading, spelling and writing, are unimpaired on implicit learning tasks. They suggest the existence of two separate systems of learning, each possessing distinct mechanisms.

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“…The available literature on LTM capacities of individuals with DD is, however, inconsistent. Indeed, although some studies suggest an impairment of implicit learning in dyslexics (Vicari et al, 2003(Vicari et al, , 2005, others do not support this finding (Kelly, Griffiths, & Frith, 2002;Waber et al, 2003). Even more controversial are results on explicit LTM.…”

Section: Introduction Dmentioning

confidence: 99%

Developmental dyslexia and explicit long‐term memory

et al. 2010

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The reduced verbal long-term memory capacities often reported in dyslexics are generally interpreted as a consequence of their deficit in phonological coding.The present study was aimed at evaluating whether the learning deficit exhibited by dyslexics was restricted only to the verbal component of the long-term memory abilities or also involved visual-object and visual-spatial domain. A further goal of the present study was to investigate the predictive value of non-verbal long-term memory abilities with respect to word and non-word reading in dyslexic children.In accordance with these aims, performances of 60 dyslexic children were compared with that of 65 age-matched normal readers on verbal, visual-spatial and visual-object task.Results documented a generalized impairment of episodic long-term memory capacities in dyslexic children and the results did not vary as a function of children's age.Furthermore, in addition to verbal measures, also individual differences in non-verbal long-term memory tasks turn out to be good predictors of reading difficulties in dyslexics.Our findings indicate that the long-term memory deficit in dyslexia is not limited to the dysfunction of phonological components but also involves visual-object and visual-spatial aspect, thus suggesting that dyslexia is associated to multiple cognitive deficits.

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Motor sequence learning and reading ability: Is poor reading associated with sequencing deficits?

Cited by 61 publications

References 18 publications

Dopamine D2 receptor density in the limbic striatum is related to implicit but not explicit movement sequence learning

Dopamine D2 receptor density in the limbic striatum is related to implicit but not explicit movement sequence learning

Unimpaired implicit learning in children with developmental dyslexia

Developmental dyslexia and explicit long‐term memory

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