Probabilistic Decision-Making in Children With Dyslexia

Pereira, Christa L. Watson; Zhou, Ran; Pitt, Mark A.; Myung, Jay I.; Rossi, P. Justin; Caverzasi, Eduardo; Rah, Esther; Allen, Isabel Elaine; Mandelli, Maria Luisa; Meyer, Marita; Miller, Zachary A.; Tempini, Maria Luisa Gorno

doi:10.3389/fnins.2022.782306

Cited by 3 publications

(1 citation statement)

References 76 publications

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“…Therefore, based on the notion of cortico-striatal abnormalities in both disorders, RL is likely to be affected as well. Consistent with this assumption, RL deficits have been documented in DD [ 38 , 42 , 63 , 72 , 88 ] as well as in ADHD [ 35 , 39 , 49 , 61 , 95 ]. Impairments have been observed across RL tasks involving probabilistic feedback such as the Probabilistic Selection Task [ 35 , 63 ] and the Weather Prediction Task [ 39 , 42 ].…”

Section: Reinforcement Learningmentioning

confidence: 65%

Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders

et al. 2023

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Background Theoretical models posit abnormalities in cortico-striatal pathways in two of the most common neurodevelopmental disorders (Developmental dyslexia, DD, and Attention deficit hyperactive disorder, ADHD), but it is still unclear what distinct cortico-striatal dysfunction might distinguish language disorders from others that exhibit very different symptomatology. Although impairments in tasks that depend on the cortico-striatal network, including reinforcement learning (RL), have been implicated in both disorders, there has been little attempt to dissociate between different types of RL or to compare learning processes in these two types of disorders. The present study builds upon prior research indicating the existence of two learning manifestations of RL and evaluates whether these processes can be differentiated in language and attention deficit disorders. We used a two-step RL task shown to dissociate model-based from model-free learning in human learners. Results Our results show that, relative to neurotypicals, DD individuals showed an impairment in model-free but not in model-based learning, whereas in ADHD the ability to use both model-free and model-based learning strategies was significantly compromised. Conclusions Thus, learning impairments in DD may be linked to a selective deficit in the ability to form action-outcome associations based on previous history, whereas in ADHD some learning deficits may be related to an incapacity to pursue rewards based on the tasks' structure. Our results indicate how different patterns of learning deficits may underlie different disorders, and how computation-minded experimental approaches can differentiate between them.

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Section: Reinforcement Learningmentioning

confidence: 65%

Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders

et al. 2023

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Elevated unanticipated acoustic startle reactivity in dyslexia

Palser,

Veziris,

Morris

et al. 2024

Dyslexia

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People with dyslexia, a neurodevelopmental disorder of reading, are highly attuned to the emotional world. Compared with their typically developing peers, children with dyslexia exhibit greater autonomic nervous system reactivity and facial behaviour to emotion‐ and empathy‐inducing film clips. Affective symptoms, such as anxiety, are also more common in children with dyslexia than in those without. Here, we investigated whether the startle response, an automatic reaction that lies at the interface of emotion and reflex, is elevated in dyslexia. We measured facial behaviour, electrodermal reactivity (a sympathetic nervous system measure) and emotional experience in response to a 100 ms, 105 dB unanticipated acoustic startle task in 30 children with dyslexia and 20 comparison children without dyslexia (aged 7–13) who were matched on age, sex and nonverbal reasoning. Our results indicated that the children with dyslexia had greater total facial behaviour and electrodermal reactivity to the acoustic startle task than the children without dyslexia. Across the sample, greater electrodermal reactivity during the startle predicted greater parent‐reported anxiety symptoms. These findings contribute to an emerging picture of heightened emotional reactivity in dyslexia and suggest accentuated sympathetic nervous system reactivity may contribute to the elevated anxiety that is often seen in this population.

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Feedback timing‐modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia

Thimmugari,

Sacko,

Earle

2024

Dyslexia

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A topic of recent debate is the hypothesis that deficits associated with developmental disorders of language, such as reading disability, can be explained by a selective weakness in procedural memory. Adults with (n = 29; RD) and without (n = 29; TD) reading disability completed a weather prediction task under immediate and delayed feedback conditions, that rely on the striatal (procedural) and hippocampal (declarative) circuits, respectively. We examined trial‐by‐trial accuracy by feedback condition (immediate vs. delayed) and group (RD vs. TD). In the immediate feedback condition, we found the TD group to have a higher learning rate than the RD group. In the delayed feedback condition, we found the TD group reach a high level of accuracy early, and outperform the RD group for the duration of the task. The TD group also made gains in reaction time under both conditions, while the RD group slowed in their responses. Taken together, it appears that while procedural memory is indeed impaired in adults with reading disability, to a lesser extent, declarative memory is also affected. This lends partial support to the PDH, and more broadly to the position that reading disability is associated with general (non‐linguistic) difficulties in learning.

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Probabilistic Decision-Making in Children With Dyslexia

Cited by 3 publications

References 76 publications

Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders

Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders

Elevated unanticipated acoustic startle reactivity in dyslexia

Feedback timing‐modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia

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