Statistical learning and dyslexia: a systematic review

Schmalz, Xenia; Altoè, Gianmarco; Mulatti, Claudio

doi:10.1007/s11881-016-0136-0

Cited by 71 publications

(106 citation statements)

References 88 publications

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“…In this study, we first examined how children with dyslexia performed on a sequential and a spatial implicit learning task compared to typical readers. We found no significant differences in learning rate on the sequential or spatial task in children with dyslexia and typical readers, in line with more recent literature (Schmalz, Altoè, & Mulatti, 2017;Staels & van den Broeck, 2017;Vakil et al, 2013). However, the standardized mean difference effect size of 0.33, 95% confidence interval [−0.06, 0.72], for the sequential implicit learning task, was in the same direction as in the meta-analysis by Lum et al (2013).…”

Section: Discussionsupporting

confidence: 90%

Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia

Kleij¹,

Groen²,

Segers³

2018

Scientific Studies of Reading

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This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but not spatial, learning predicted growth in reading skills in children with and without dyslexia. Sequential implicit learning was also related to growth in pseudoword reading skills during an intervention in children with dyslexia, retrospectively. Furthermore, children with dyslexia had longer reaction times in general but did not differ from typical readers in how well or how quickly they learned either on an implicit learning task or in their overnight consolidation.

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Section: Discussionsupporting

confidence: 90%

Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia

Kleij¹,

Groen²,

Segers³

2018

Scientific Studies of Reading

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“…In a meta‐analysis exploring visual AGL task (Schmalz, Altoè, & Mulatti, ), a similar effect was found (average weighted effect size 0.45, p < .001), suggesting that the deficit in implicit learning of individuals with DD is related to performance even in nonmotoric tasks. A recent meta‐analysis of visual AGL conducted on 13 experiments exploring visual AGL and dyslexia found a significant effect for the deficit in implicit sequential learning processes among adults with DD.…”

Section: Introductionmentioning

confidence: 63%

Deficits in statistical leaning of auditory sequences among adults with dyslexia

Kahta

Schiff

2019

Dyslexia

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Recently, it has been suggested that developmental dyslexia (DD) is related to deficits in general mechanisms of statistical learning (SL). The aim of the current study was to explore these relations using a nonlinguistic auditory artificial grammar learning (A‐AGL) task. Most studies using AGL to explore the role of SL among readers with dyslexia used visual stimuli. The current study explored SL abilities among adults with DD using a nonlinguistic auditory task, because evidence suggests that SL is affected by the modality of stimuli. Forty‐eight (21 DD and 27 typically developed [TD]) adults participated in two A‐AGL tasks: implicit and explicit. The results showed a significant difference between the groups, as TD readers outperformed adults with DD. This difference in performance supports the SL deficit hypothesis among adults with dyslexia, although the causal relations between auditory SL and reading still require further examination. In addition, no difference was found between the implicit and explicit tasks, suggesting that unlike the visual AGL, participants with DD do not benefit from elevating attentional resources during A‐AGL.

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“…Joining these studies are recent meta‐analyses suggesting that the evidence in support of a SL deficit among populations with language impairments is currently inconclusive. Thus, while an earlier meta‐analysis provided evidence for a deficit of individuals with specific language impairment in the serial reaction time task (Lum, Ullman, & Conti‐Ramsden, ), more recent meta‐analyses on SL in dyslexia, which examined also other tasks (artificial grammar learning and embedded pattern paradigm), suggest that the observed deficits may be limited to only some tasks and/or affected by publication bias (Schmalz, Altoè, & Mulatti, ; van Witteloostuijn, Boersma, Wijnen, & Rispens, ). Do these studies undermine the validity of earlier studies relating SL abilities to language?…”

Section: Linking Sl and Language: Moving Beyond The Proof Of Concept mentioning

confidence: 99%

Statistical learning abilities and their relation to language

Siegelman

2019

Language and Linguist. Compass

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Numerous studies on statistical learning (SL) have demonstrated humans' sensitivity to complex statistical properties in their sensory environment. These observations have had a profound impact on the study of language, highlighting statistical aspects of the linguistic input that can be learned from experience, leading to the widespread claim that SL plays a key role in language acquisition and processing. But how can this theorized link be experimentally demonstrated? One increasingly popular avenue comes from studies of individual differences, which tie individual variability in SL to variance in linguistic behavior. This review presents the theoretical advances stemming from this line of research, as well as some of the challenges it currently faces. It contends that while previous studies had an important role in establishing the existence of some coarse‐grained link between SL and language, recent developments in SL research suggest that the exact nature of this relationship is more complex than originally conceived and is still far from being fully understood. I specifically discuss three outstanding challenges: (a) understanding individual differences in light of the componential nature of SL, (b) mapping the full array of SL processes given the complexity of real‐world statistics, and (c) estimating the strength of current empirical evidence while taking into account both positive and null findings. Confronting these issues, I argue, is a necessary step towards a full theory of the role of SL across language.

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Statistical learning and dyslexia: a systematic review

Cited by 71 publications

References 88 publications

Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia

Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia

Deficits in statistical leaning of auditory sequences among adults with dyslexia

Statistical learning abilities and their relation to language

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