Implicit sequence learning in dyslexia: a within-sequence comparison of first- and higher-order information

Wenchong Du, Stephen Kelly

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time decrements when the sequence was unexpectedly changed suggesting learning of the sequence took place. However, a novel analysis comparing transitions of differing complexity within the learning blocks indicated that dyslexic participants were impaired only for higher-order but not first-order sequence learning. No difference was found in the explicit awareness contribution between two groups and this was found not to correlate with reaction time performance. This result suggests that statistical complexity of the sequence may account for intact and impaired learning performance in dyslexia.
LanguageEnglish
Pages154-170
Number of pages17
JournalAnnals of Dyslexia
Volume63
Issue number2
Early online date21 Sep 2012
DOIs
Publication statusPublished - 2012

Fingerprint

Dyslexia
dyslexia
Learning
learning
Reaction Time
learning performance
Group
university
Students
performance
student

Keywords

  • dyslexia
  • serial reaction time task
  • implicit learning
  • sequence learning
  • implicit sequence learning
  • sequence comparison
  • information

Cite this

@article{27ef42f4c9db4fe19facd2234e967fef,
title = "Implicit sequence learning in dyslexia: a within-sequence comparison of first- and higher-order information",
abstract = "The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time decrements when the sequence was unexpectedly changed suggesting learning of the sequence took place. However, a novel analysis comparing transitions of differing complexity within the learning blocks indicated that dyslexic participants were impaired only for higher-order but not first-order sequence learning. No difference was found in the explicit awareness contribution between two groups and this was found not to correlate with reaction time performance. This result suggests that statistical complexity of the sequence may account for intact and impaired learning performance in dyslexia.",
keywords = "dyslexia, serial reaction time task, implicit learning , sequence learning , implicit sequence learning, sequence comparison, information",
author = "Wenchong Du and Stephen Kelly",
year = "2012",
doi = "10.1007/s11881-012-0077-1",
language = "English",
volume = "63",
pages = "154--170",
journal = "Annals of Dyslexia",
issn = "0736-9387",
number = "2",

}

Implicit sequence learning in dyslexia : a within-sequence comparison of first- and higher-order information. / Du, Wenchong; Kelly, Stephen.

In: Annals of Dyslexia, Vol. 63, No. 2, 2012, p. 154-170.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Implicit sequence learning in dyslexia

T2 - Annals of Dyslexia

AU - Du, Wenchong

AU - Kelly, Stephen

PY - 2012

Y1 - 2012

N2 - The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time decrements when the sequence was unexpectedly changed suggesting learning of the sequence took place. However, a novel analysis comparing transitions of differing complexity within the learning blocks indicated that dyslexic participants were impaired only for higher-order but not first-order sequence learning. No difference was found in the explicit awareness contribution between two groups and this was found not to correlate with reaction time performance. This result suggests that statistical complexity of the sequence may account for intact and impaired learning performance in dyslexia.

AB - The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time decrements when the sequence was unexpectedly changed suggesting learning of the sequence took place. However, a novel analysis comparing transitions of differing complexity within the learning blocks indicated that dyslexic participants were impaired only for higher-order but not first-order sequence learning. No difference was found in the explicit awareness contribution between two groups and this was found not to correlate with reaction time performance. This result suggests that statistical complexity of the sequence may account for intact and impaired learning performance in dyslexia.

KW - dyslexia

KW - serial reaction time task

KW - implicit learning

KW - sequence learning

KW - implicit sequence learning

KW - sequence comparison

KW - information

UR - http://link.springer.com/journal/11881

U2 - 10.1007/s11881-012-0077-1

DO - 10.1007/s11881-012-0077-1

M3 - Article

VL - 63

SP - 154

EP - 170

JO - Annals of Dyslexia

JF - Annals of Dyslexia

SN - 0736-9387

IS - 2

ER -