Two Forms of Implicit Learning in Young Adults with Dyslexia
Two Forms of Implicit Learning in Young Adults with Dyslexia
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DOI：
10.1196/annals.1416.006
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发表时间：
2008-01-01
期刊：
影响因子：
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通讯作者：
Howard, Darlene V.
中科院分区：
文献类型：
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作者：
Bennett, Ilana J.;Romano, Jennifer C.;Howard, Darlene V.
内隐学习被认为是包括阅读在内的许多技能获得的基础。先前的研究表明，某些形式的内隐学习在有阅读障碍的个体中会减少（例如，序列学习），而其它形式被保留（例如，空间背景学习）。然而，有人提出，诵读困难相关的运动功能障碍可能有助于早期报道的内隐序列学习缺陷。为了评估在缺乏运动序列的情况下的内隐序列学习，16名被诊断为诵读困难的年轻人（20.6 +/- 1.5岁）和18名健康对照者（20.8 +/- 2.0岁）完成了一项三重频率学习任务（TRIP），该任务涉及学习序列规律性，其中某些事件的位置遵循重复模式，但运动反应不遵循。参与者还完成了空间上下文线索任务（SCOT），其中涉及学习的空间规律性，在一些视觉阵列中的干扰物的位置预测的目标位置。此外，还进行了真词和假词阅读的神经心理学测试。TRIP任务分析显示，模式学习没有组间差异，但个人学习成绩和阅读能力之间的正相关表明，穷人的读者学习不如好读者。因此，早期的报告，减少内隐序列学习诵读困难症不能完全占电机排序缺陷。没有显着的相关性或组间差异的学习被发现为SCCT这些研究结果提供了额外的证据之间的联系较差的阅读和受损的内隐序列学习。
Implicit learning is thought to underlie the acquisition of many skills including reading. Previous research has shown that some forms of implicit learning are reduced in individuals with dyslexia (e.g., sequence learning), whereas other forms are spared (e.g., spatial context learning). However, it has been proposed that dyslexia-related motor dysfunction may have contributed to the implicit sequence learning deficits reported earlier. To assess implicit sequence learning in the absence of a motor sequence, 16 young adults diagnosed with dyslexia (20.6 +/- 1.5 years) and 18 healthy controls (20.8 +/- 2.0 years) completed a triplet frequency learning task (TRIP) that involved learning a sequential regularity in which the location of certain events followed a repeating pattern, but motor responses did not. Participants also completed the spatial contextual cueing task (SCOT), which involved learning a spatial regularity in which the location of distractors in some visual arrays predicted the target location. In addition, neuropsychological tests of real-word and pseudo-word reading were administered. TRIP task analyses revealed no between-group differences in pattern learning, but a positive correlation between individual learning scores and reading ability indicated that poor readers learned less well than did good readers. Thus, earlier reports of reduced implicit sequence learning in dyslexics cannot be entirely accounted for by motor sequencing deficits. No significant correlations or group differences in learning were found for SCCT These findings offer additional evidence for a link between poor reading and impaired implicit sequence learning.