Apprentissage procédural implicite dans la dyslexie de surface et la dyslexie phonologique

Bussy, Gérald; Krifi-Papoz, Sonia; Vieville, Laure; Frenay, Charlotte; Curie, Aurore; Rousselle, Christophe; Rougeot, Christelle; Portes, Vincent Des; Herbillon, Vania

doi:10.3917/rne.033.0141

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…For three studies, it was necessary to average two sets of effect sizes reported. In the study by Bussy et al (2011) effect sizes from analyses comparing two dyslexic subgroups to a control group were averaged to create a single effect size. In the Deroost et al (2010) study, effect sizes were averaged from separate analyses that compared the dyslexic and control group on FOC and SOC sequence learning.…”

Section: Methodsmentioning

confidence: 99%

Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Lum

Ullman

Conti‐Ramsden

2013

Research in Developmental Disabilities

185

199

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Section: Methodsmentioning

confidence: 99%

Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Lum

Ullman

Conti‐Ramsden

2013

Research in Developmental Disabilities

185

199

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“…The difference in sensitivity to SRT structure between participants with and without dyslexia was statistically significant in some studies (e.g. [38,39], the latter with 40 exposures) and not in others (e.g. [39–41], the first with 180 exposures).…”

Section: Introductionmentioning

confidence: 90%

Statistical learning abilities of children with dyslexia across three experimental paradigms

et al. 2019

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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 results are discussed in light of the proposed SL deficit in dyslexia.

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“…For example, Nigro, Jiménez-Fernández, Simpson, and Defior (2015) failed to find a correlation between SL and several reading measures in a sample of young children learning to read their native Spanish. In addition, a number of studies have failed to find group-level differences between typically developing individuals and individuals with dyslexia (e.g., Bussy et al, 2011; Deroost et al, 2010; Gabay, Schiff, & Vakil, 2012; Kelly, Griffiths, & Frith, 2002; Menghini et al, 2010; Yang & Hong-Yan, 2011). Other studies have reported mixed effects, with the presence or absence of a group difference contingent on methodological factors such as the sequence structure or the characteristics of the stimuli (Henderson & Warmington, 2017; Howard, Howard, Japikse, & Eden, 2006; Jimenez-Fernandez et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Reading and the Neurocognitive Bases of Statistical Learning

Sawi¹,

Rueckl²

2018

Scientific Studies of Reading

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The processes underlying word reading are shaped by statistical properties of the writing system. According to some theoretical perspectives (e.g. Harm & Seidenberg, 2004) reading acquisition should be understood as an exercise in statistical learning. Statistical learning (SL) involves the extraction of organizing principles from a set of inputs. Several lines of research provide convergent evidence supporting the connection between SL and reading acquisition (e.g., Arciuli & Simpson, 2012; Frost et al., 2014; Bogaerts et al., 2015). An obstacle to fully appreciating the theoretical and educational implications of these findings is that SL is itself not well understood. In this paper, we review the current literature on SL with a particular focus on organizing this literature by grounding it in theories of learning and memory more generally. This approach can clarify the nature of SL and provide a framework for understanding its role in reading, reading acquisition, and reading disorders.

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Apprentissage procédural implicite dans la dyslexie de surface et la dyslexie phonologique

Cited by 3 publications

References 21 publications

Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Statistical learning abilities of children with dyslexia across three experimental paradigms

Reading and the Neurocognitive Bases of Statistical Learning

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