Impaired and Spared Auditory Category Learning in Developmental Dyslexia
Impaired and Spared Auditory Category Learning in Developmental Dyslexia
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DOI：
10.1177/09567976231151581
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发表时间：
2023-02-15
影响因子：
8.2
通讯作者：
Holt, Lori L.
中科院分区：
文献类型：
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作者：
Gabay, Yafit;Roark, Casey L.;Holt, Lori L.
分类对行为有深远的影响，但类别学习是由单个系统还是多个系统提供服务仍然存在争议。在这里，我们设计了两个完全等同的非言语听觉类别学习挑战，以利用成年希伯来语控制参与者和患有阅读障碍的个体中推定的程序性（信息整合）与陈述性（基于规则）学习系统，阅读障碍是一种与程序性记忆系统的选择性破坏有关的语言障碍，其中语音缺陷普遍存在。我们观察到，与神经典型组相比，阅读障碍组的信息整合类别学习受损，并且基于规则的类别学习没有受到影响。基于定量模型的分析显示，阅读障碍患者对基于最佳程序的策略的使用减少，并且向最佳程序策略的转变速度较慢，而假设检验策略的使用与对照组参与者相当。这种分离与多类别学习系统一致，并指出复杂、多维范例定义的类别之间的程序性学习效率低下可能会导致阅读障碍患者语音类别习得的困难。
Categorization has a deep impact on behavior, but whether category learning is served by a single system or multiple systems remains debated. Here, we designed two well-equated nonspeech auditory category learning challenges to draw on putative procedural (information-integration) versus declarative (rule-based) learning systems among adult Hebrew-speaking control participants and individuals with dyslexia, a language disorder that has been linked to a selective disruption in the procedural memory system and in which phonological deficits are ubiquitous. We observed impaired information-integration category learning and spared rule-based category learning in the dyslexia group compared with the neurotypical group. Quantitative model-based analyses revealed reduced use of, and slower shifting to, optimal procedural-based strategies in dyslexia with hypothesis-testing strategy use on par with control participants. The dissociation is consistent with multiple category learning systems and points to the possibility that procedural learning inefficiencies across categories defined by complex, multidimensional exemplars may result in difficulty in phonetic category acquisition in dyslexia.