Statistical learning abilities of children with dyslexia across three experimental paradigms

PloS One
Merel van WitteloostuijnJudith Rispens

Abstract

Statistical learning (SL) difficulties have been suggested to contribute to the linguistic and non-linguistic problems observed in children with dyslexia. Indeed, studies have demonstrated that children with dyslexia experience problems with SL, but the extent of the problems is unclear. We aimed to examine the performance of children with and without dyslexia across three distinct paradigms using both on- and offline measures, thereby tapping into different aspects of SL. 100 children with and without dyslexia (aged 8-11, 50 per group) completed three SL tasks: serial reaction time (SRT), visual statistical learning (VSL), and auditory nonadjacent dependency learning (A-NADL). Learning was measured through online reaction times during exposure in all tasks, and through offline questions in the VSL and A-NADL tasks. We find significant learning effects in all three tasks, from which we conclude that, collapsing over groups, children are sensitive to the statistical structures presented in the SRT, VSL and A-NADL tasks. No significant interactions of learning effect with group were found in any of the tasks, so we cannot conclude whether or not children with dyslexia perform differently on the SL tasks than their TD peers. These...Continue Reading

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Citations

Nov 3, 2020·Perspectives on Psychological Science : a Journal of the Association for Psychological Science·Louisa BogaertsRam Frost
Feb 26, 2021·Dyslexia : the Journal of the British Dyslexia Association·Merel van WitteloostuijnJudith Rispens
Sep 6, 2020·Neuropsychologia·Veronika VadinovaLaura S Bos
Apr 13, 2021·Journal of Speech, Language, and Hearing Research : JSLHR·Dorottya DobóÁgnes Lukács

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