Evidence for implicit sequence learning in dyslexia

Citations Over TimeTop 10% of 2002 papers

Abstract

Abstract Nicolson and Fawcett ( Cognition 1990; 35 : 159–182) have suggested that a deficit in the automatization of skill learning could account for the general impairments found in dyslexia. Much of the evidence for their claims has been collected via a dual task paradigm, which might allow for alternative explanations of the data. The present study examines automatic skill learning in a single task paradigm and extends previous studies by independently examining the contribution of stimulus‐based and response‐based learning. The task replicates Mayr's (J. Exp. Psychol.: Learning Memory Cognition 1996; 22 : 350–364) methodology in the Serial Reaction Time task by exposing participants to two structured displays, simultaneously. Learning is measured by comparing RT to the learned sequence against RT to a random display. This study demonstrates learning for both dyslexic and control groups for a spatial sequence which was observed and a concurrent non‐spatial sequence which was responded to via a keypress. Learning of the sequence did not seem to depend on awareness of the sequence structure. These results suggest that automatic skill learning is intact in dyslexic individuals. Copyright © 2002 John Wiley & Sons, Ltd.

Related Papers

• → The role of the basal ganglia and its cortical connections in sequence learning: Evidence from implicit and explicit sequence learning in Parkinson's disease(2009)97 cited
• → Perceptual sequence learning in a serial reaction time task(2008)84 cited
• → Selective impairments in implicit learning in Parkinson's disease(2006)55 cited
• → The benefit of assessing implicit sequence learning in pianists with an eye-tracked serial reaction time task(2021)8 cited
• → Implicit probabilistic sequence learning is independent of explicit awareness(2007)139 cited