Atypical Predictive Processing during Visual Statistical Learning in Children with Developmental Dyslexia: An Event-Related Potential Study

Autor/inn/en	Singh, Sonia; Walk, Anne M.; Conway, Christopher M.
Titel	Atypical Predictive Processing during Visual Statistical Learning in Children with Developmental Dyslexia: An Event-Related Potential Study
Quelle	In: Annals of Dyslexia, 68 (2018) 2, S.165-179 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Sonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-0161-2
Schlagwörter	Statistics; Dyslexia; Cognitive Processes; Brain Hemisphere Functions; Correlation; Reaction Time; Visual Learning; Learning Processes; Diagnostic Tests; Task Analysis; Prediction; Clinical Diagnosis; Developmental Delays; Comparative Analysis; Children; Motor Development; Sequential Learning + Suchen Sie Ihr Suchwort? Statistik; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Cognitive process; Kognitiver Prozess; Korrelation; Reaktionsvermögen; Visual education; Visuelles Lernen; Learning process; Lernprozess; Diagnostic test; Diagnostischer Test; Aufgabenanalyse; Vorhersage; Entwicklungsverzögerung; Child; Kind; Kinder; Motorische Entwicklung; Didaktische Sequenzierung; Lernsequenz
Abstract	Previous research suggests that individuals with developmental dyslexia perform below typical readers on non-linguistic cognitive tasks involving the learning and encoding of statistical-sequential patterns. However, the neural mechanisms underlying such a deficit have not been well examined. The aim of the present study was to investigate the event-related potential (ERP) correlates of sequence processing in a sample of children diagnosed with dyslexia using a non-linguistic visual statistical learning paradigm. Whereas the response time data suggested that both typical and atypical readers learned the statistical patterns embedded in the task, the ERP data suggested otherwise. Specifically, ERPs of the typically developing children (n = 12) showed a P300-like response indicative of learning, whereas the children diagnosed with a reading disorder (n = 8) showed no such ERP effects. These results may be due to intact implicit motor learning in the children with dyslexia but delayed attention-dependent predictive processing. These findings are consistent with other evidence suggesting that differences in statistical learning ability might underlie some of the reading deficits observed in developmental dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01