A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia

Kligler, Nitzan; Gabay, Yafit

doi:10.1080/10888438.2023.2166413

Cited by 3 publications

(3 citation statements)

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“…This SL deficit has been shown to affect language learning tasks, such as speech segmentation and speech categorization. Compared to typical readers, adults with DD are less able to segment words from continuous input across speech and nonspeech stimuli, and similar observations have been made within the visual domain (Gabay, Thiessen, & Holt, 2015; Kligler & Gabay, 2023; Sigurdardottir et al., 2017; Singh, Walk, & Conway, 2018; Tong, Zhang, & He, 2020; but also see van Witteloostuijn, Boersma, Wijnen, & Rispens, 2019). Furthermore, individuals with DD exhibit reduced sensitivity to the distributional frequency of speech cues, compared to typical readers (Vandermosten, Wouters, Ghesquière, & Golestani, 2019), including reduced sensitivity to distributional information when complex nonspeech sound categories are acquired incidentally (Gabay & Holt, 2015).…”

Section: Introductionmentioning

confidence: 56%

“…Furthermore, individuals with DD exhibit reduced sensitivity to the distributional frequency of speech cues, compared to typical readers (Vandermosten, Wouters, Ghesquière, & Golestani, 2019), including reduced sensitivity to distributional information when complex nonspeech sound categories are acquired incidentally (Gabay & Holt, 2015). The SL abilities of individuals with DD were found to be correlated with their phonological and reading impairments (Gabay & Holt, 2015; Gabay et al., 2015; Kligler & Gabay, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, independent research investigations point to SL impairments in DD (Ballan, Durrant, Manoach, & Gabay, 2023; Dobó, Lukics, Szőllősi, Németh, & Lukács, 2021; Gabay, Schiff, & Vakil, 2012; Howard, Howard, Japikse, & Eden, 2006; Lum, Ullman, & Conti‐Ramsden, 2013; Stoodley, Harrison, & Stein, 2006). These impairments have been demonstrated across a diverse range of SL paradigms (Ballan et al., 2023; Bogaerts, Szmalec, Hachmann, Page, & Duyck, 2015; Dobó et al., 2021; Gabay, Vakil, Schiff, & Holt, 2015; Lum et al., 2013) in different sensory modalities (Kahta & Schiff, 2019; Kligler & Gabay, 2023; Pavlidou & Williams, 2014; Pavlidou, Williams, & Kelly, 2009), in multiple domains (Gabay et al., 2012; Hedenius, Lum, & Bölte, 2021), and with different developmental trajectories (Kerkhoff, De Bree, De Klerk, & Wijnen, 2013; Tong, Leung, & Tong, 2019). Despite some inconsistent results in the literature (for discussions, see Schmalz et al., 2017; van Witteloostuijn, Boersma, Wijnen, & Rispens, 2017), a recent meta‐analysis involving 59 studies that compared SL in individuals with DD and typical readers across different SL learning paradigms pointed to converging evidence of an apparent SL weakness in individuals with DD (Lee et al., 2022).…”

Section: Introductionmentioning

confidence: 99%

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Reduced Implicit but not Explicit Knowledge of Cross‐Situational Statistical Learning in Developmental Dyslexia

Kligler,

Yu,

Gabay

2023

Cognitive Science

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Although statistical learning (SL) has been studied extensively in developmental dyslexia (DD), less attention has been paid to other fundamental challenges in language acquisition, such as cross‐situational word learning. Such investigation is important for determining whether and how SL processes are affected in DD at the word level. In this study, typically developed (TD) adults and young adults with DD were exposed to a set of trials that contained multiple spoken words and multiple pictures of individual objects, with no information about word‐referent correspondences provided within a trial. Nonetheless, cross‐trial statistical relations could be exploited to learn word‐referent mappings. The degree of within‐trial reference uncertainty and the novelty of to‐be‐learned objects (novel or familiar) were varied under different learning conditions. The results show that across all conditions, young adults with DD were significantly impaired in their ability to exploit cross‐trial regularities in co‐occurring visual–auditory streams to discover word‐referent mappings. Observed impairments were most pronounced when within‐trial reference uncertainty was the highest. Subjective measures of knowledge awareness revealed greater development of implicit but not explicit knowledge in the TD group than in the DD group. Together, these findings suggest that the SL deficit in DD affects fundamental language learning challenges at the word level and points to greater reliance on explicit processes due to impaired implicit associative learning among individuals with DD. Such a deficit is likely to influence spoken language acquisition, and in turn affect literacy skills, in people with DD.

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Section: Introductionmentioning

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reduced Implicit but not Explicit Knowledge of Cross‐Situational Statistical Learning in Developmental Dyslexia

Kligler,

Yu,

Gabay

2023

Cognitive Science

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Implicit Statistical Learning of Brazilian Children With Developmental Dyslexia

Ardiles,

Custódio,

dos Santos

et al. 2024

Dyslexia

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Implicit statistical learning (ISL) is non‐conscious learning where participants identify patterns in their environment after repeated exposures. This study verified whether Brazilian children with DD present disturbances in the ISL mechanism and if these disturbances may be related to the difficulties associated with DD through artificial grammar learning (AGL) and reaction time in serial tasks (SRT Task). It also intended to verify which of the paradigms proves to be the most sensitive to assess ISL and which is most associated with participants' learning to read and write. Two groups of children with and without DD from the end of the first cycle and the beginning of the second cycle of the elementary school participated in this study, paired according to socioeconomic level, education network, schooling, gender and age. Children with DD showed no disturbances in the ISL process; the AGL paradigm exhibited the most significant association with performance on reading/writing tasks. When compared to the SRT Task, the AGL paradigm proved to be more sensitive in assessing implicit processes and effectively distinguishing between the groups with and without DD. The results of the SRT Task emphasise the importance of task practice and structure for implicit learning in children with developmental dyslexia. These findings have important implications for understanding ISL and its relevance to reading and writing skills in children with developmental dyslexia.

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