Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Lum, Jarrad A. G.; Ullman, Michael T.; Conti‐Ramsden, Gina

doi:10.1016/j.ridd.2013.07.017

Cited by 180 publications

(228 citation statements)

References 80 publications

(54 reference statements)

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“…Moreover, performance on both the linguistic and nonlinguistic statistical learning tasks was correlated with reading measures. These data are consistent with the view that challenges in procedural learning underlie at least some aspects of DD (e.g., Lum et al 2013). …”

Section: Real-world Problemssupporting

confidence: 89%

Infant Statistical Learning

Saffran

Kirkham

2018

Annu. Rev. Psychol.

321

211

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Perception involves making sense of a dynamic, multimodal environment. In the absence of mechanisms capable of exploiting the statistical patterns in the natural world, infants would face an insurmountable computational problem. Infant statistical learning mechanisms facilitate the detection of structure. These abilities allow the infant to compute across elements in their environmental input, extracting patterns for further processing and subsequent learning. In this selective review, we summarize findings that show that statistical learning is both a broad and flexible mechanism (supporting learning from different modalities across many different content areas) and input specific (shifting computations depending on the type of input and goal of learning). We suggest that statistical learning not only provides a framework for studying language development and object knowledge in constrained laboratory settings, but also allows researchers to tackle real-world problems, such as multilingualism, the role of ever-changing learning environments, and differential developmental trajectories.

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Section: Real-world Problemssupporting

confidence: 89%

Infant Statistical Learning

Saffran

Kirkham

2018

Annu. Rev. Psychol.

321

211

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“…Memory for order is thus critical for performance in this task and it seems that, at least partly, similar orderlearning mechanisms underlie performance in the Hebb repetition task and the SRT tasks (Page et al, 2006). In line with the SOLID hypothesis, a majority of studies using the SRT paradigm have reported impaired implicit-sequence-learning abilities in individuals with dyslexia (see Lum et al, 2013 for a recent meta-analysis and Pavlidou et al, 2010, for converging evidence in artificial grammar learning). Serial-order learning in dyslexia One fundamental characteristic of most serial-order learning tasks is that they proceed over a relatively extended time period (Hedenius et al, 2013), tapping into the transfer between short and long-term memory.…”

Section: Dyslexia As a Dis-order?mentioning

confidence: 85%

“…Although the above definition focuses on problems with reading and spelling, the literature on dyslexia reveals a strikingly broad scope of associated nonlinguistic dysfunctions. Examples include impaired short-term memory (e.g., Martinez Perez, Majerus, Mahot & Poncelet, 2012a), working memory (e.g., Gathercole, Alloway, Willis, & Adams, 2006;Smith-Spark & Fisk, 2007), implicit (sequence) learning (e.g., Lum, Ullman, & Conti-Ramsden, 2013;Pavlidou, Kelly, & Williams, 2010;Vicari, Marotta, Menghini, Molinari, & Petrosini, 2003), motor functions (e.g., Nicolson, Fawcett, & Dean, 2001) and sensory functioning (e.g., Stein, 2001, but see also Goswami, 2015). …”

Section: Dyslexiamentioning

confidence: 99%

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Bogaerts

Szmalec

Hachmann

et al. 2015

Research in Developmental Disabilities

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The present study investigated long-term serial-order learning impairments, operationalized as reduced Hebb repetition learning (HRL), in people with dyslexia. In a first multi-session experiment, we investigated both the persistence of a serial-order learning impairment as well as the long-term retention of serial-order representations, both in a group of Dutch-speaking adults with developmental dyslexia and in a matched control group. In a second experiment, we relied on the assumption that HRL mimics naturalistic word-form acquisition and we investigated the lexicalization of novel wordforms acquired through HRL. First, our results demonstrate that adults with dyslexia are fundamentally impaired in the long-term acquisition of serial-order information. Second, dyslexic and control participants show comparable retention of the long-term serial-order representations in memory over a period of one month. Third, the data suggest weaker lexicalization of newly acquired word-forms in the dyslexic group. We discuss the integration of these findings into current theoretical views of dyslexia.

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“…Striatum volume and activation resulted related to DD [180] to phonological processing and SLI [181,182]. Children with DD and SLI could show deficit in procedural learning [183][184][185] and also in automatize skills (tested by a Pacman video game, see [186]), suggesting possible deficits in both ventral and dorsal striatum. The volume of basal ganglia resulted strictly related to video game habits [178,187].…”

Section: Neural Substrates Of the Action Video Games Trainingmentioning

confidence: 99%

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

Franceschini

Bertoni

Ronconi

et al. 2015

Curr Dev Disord Rep

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Impaired linguistic-phonological processing is the most accepted explanation of developmental dyslexia (DD). However, growing literature shows that DD is the result of the combination of several neurocognitive causes. Visual attention and magnocellular-dorsal (MD) pathway deficits are now considered causes of DD. Interestingly, a large portion of literature showed that action video games (AVG) are able to improve attentional and perceptual skills in typical readers. Consequently, employing AVG trainings in individuals with DD could improve attention and perception, resulting in better reading skills. The aim of our review is to show the benefits of the AVG training on DD through the changes in the neurocognitive functions at the basis of learning to read. Since visual attentional and MD dysfunctions can be diagnosed in infancy, our review paves the way for possible early prevention programs that could use AVG training.

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Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Cited by 180 publications

References 80 publications

Infant Statistical Learning

Infant Statistical Learning

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

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