Implicit learning is intact in adult developmental dyslexic readers: evidence from the serial reaction time task and artificial grammar learning.

Full Abstract

Previous research yielded equivocal results concerning implicit learning abilities of developmental dyslexic readers. These studies employed a sequence learning task that requires a motor response to each stimulus. However, implicit learning has been often studied using non-motor tasks. Thus, we investigated implicit learning capabilities of adult developmental dyslexic readers in two standard implicit learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial grammar learning (AGL).Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial grammar learning task (AGL), letter strings following a markovian finite state grammar are presented. In a subsequent test phase subjects have to judge new letter strings according to their grammaticality.Learning of the stimulus regularities was found in both tasks and for both groups of subjects. Furthermore, participants were unaware of the underlying stimulus construction principles. Dyslexic readers were unimpaired in SRTT as well as artificial grammar learning relative to normal readers. These findings show that implicit learning is intact in dyslexia. Intact implicit learning capabilities should be taken into account when designing training programs for developmental dyslexic readers.

Learn Faster Today Improve your study skills

Author information

Author/s: Rüsseler, Jascha (J); Gerth, Ivonne (I); Münte, Thomas F (TF);

Affiliation: Department of Psychology II, Otto-von-Guericke University, Magdeburg, Germany. jascha.ruesseler(-atsign-)nat.uni-magdeburg.de

Journal and publication information

Publication Type: Controlled Clinical Trial; Journal Article; Research Support, Non-U.S. Gov't

Journal: Journal of clinical and experimental neuropsychology (J Clin Exp Neuropsychol), published in United States. (Language: eng)

Reference: 2006-Jul; vol 28 (issue 5) : pp 808-27

Dates: Created 2006/05/25; Completed 2006/07/26; Revised 2008/04/14;

PMID: 16723326, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adult
Dyslexia - physiopathology; psychology
Female
Humans
Language Tests
Male
Matched-Pair Analysis

Mental Processes - physiology
Mental Recall
Reaction Time - physiology
Reading
Reference Values
Serial Learning - physiology
Verbal Learning - physiology

These are the highest related articles currently in the database:

See 100+ related articles.