Training and Transfer-of-Learning Effects in Disabled and Normal Readers: Evidence of Specific Deficits

Benson, Nancy; Lovett, Maureen W.; Kroeber, Carolyn L.

doi:10.1006/jecp.1996.2342

Cited by 27 publications

(36 citation statements)

References 57 publications

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“…At the same time, all of the visual-verbal PAL tasks distinguished the dyslexic and nondyslexic readers. Our results on the importance of visualverbal PAL are in line with similar findings from English (Benson et al, 1997;Torgesen & Murphey, 1979;Vellutino et al, 1973Vellutino et al, , 1975, German (Mayringer & Wimmer, 2000), and Dutch (Messbauer & de Jong, 2003. Therefore, it appears increasingly likely that reading depends crucially on visual-verbal PAL across orthographies.…”

Section: Discussionsupporting

confidence: 93%

Paired associate learning in Chinese children with dyslexia

Shu

McBride‐Chang

et al. 2009

Journal of Experimental Child Psychology

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Section: Discussionsupporting

confidence: 93%

Paired associate learning in Chinese children with dyslexia

Shu

McBride‐Chang

et al. 2009

Journal of Experimental Child Psychology

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“…The idea that focus of instruction can have an influence on level of transfer has some support (Lovett et al, 1994). For instance, Benson, Lovett, and Kroeber (1997) found higher levels of transfer in reading disabled children after reading training combined with explicit instruction on orthography compared to transfer after mere visual presentation of words.…”

Section: Discussionmentioning

confidence: 99%

Remediation of Fluency: Word Specific or Generalised Training Effects?

Berends

Reitsma

2006

Read Writ

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Abstract. The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words. Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading lies in its word specific training effects.

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“…Transfer of perceptual learning has been observed in the auditory (Delhommeau, Micheyl, Jouvent, & Collet, 2002; Nygaard & Pisoni, 1998; Nygaard, Sommers, & Pisoni, 1994), visual (Hunstad, 1985), and motor domains (Murray, 1981; Teixeira, 2000) as well as in amodal cognitive tasks (Benson, Lovett, & Kroeber, 1997; Muramoto, 2001) in both human and nonhuman species (Delay, 2001; Nakagawa, 2000; Watanabe, 1986). Successful transfer of perceptual learning suggests that these processes are extremely flexible, allowing the extension of what was learned under one cognitive or perceptual task to novel untrained tasks.…”

Section: Introductionmentioning

confidence: 99%

Transfer of Auditory Perceptual Learning with Spectrally Reduced Speech to Speech and Nonspeech Tasks: Implications for Cochlear Implants

Loebach

Pisoni²,

Svirsky

2009

Ear &Amp; Hearing

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Objective-The objective of this study was to assess whether training on speech processed with an 8-channel noise vocoder to simulate the output of a cochlear implant would produce transfer of auditory perceptual learning to the recognition of non-speech environmental sounds, the identification of speaker gender, and the discrimination of talkers by voice.Design-Twenty-four normal hearing subjects were trained to transcribe meaningful English sentences processed with a noise vocoder simulation of a cochlear implant. An additional twentyfour subjects served as an untrained control group and transcribed the same sentences in their unprocessed form. All subjects completed pre-and posttest sessions in which they transcribed vocoded sentences to provide an assessment of training efficacy. Transfer of perceptual learning was assessed using a series of closed-set, nonlinguistic tasks: subjects identified talker gender, discriminated the identity of pairs of talkers, and identified ecologically significant environmental sounds from a closed set of alternatives.Results-Although both groups of subjects showed significant pre-to posttest improvements, subjects who transcribed vocoded sentences during training performed significantly better at posttest than subjects in the control group. Both groups performed equally well on gender identification and talker discrimination. Subjects who received explicit training on the vocoded sentences, however, performed significantly better on environmental sound identification than the untrained subjects. Moreover, across both groups, pretest speech performance, and to a higher degree posttest speech performance, were significantly correlated with environmental sound identification. For both groups, environmental sounds that were characterized as having more salient temporal information were identified more often than environmental sounds that were characterized as having more salient spectral information.Conclusions-Listeners trained to identify noise-vocoded sentences showed evidence of transfer of perceptual learning to the identification of environmental sounds. In addition, the correlation between environmental sound identification and sentence transcription indicates that subjects who were better able to utilize the degraded acoustic information to identify the environmental sounds were also better able to transcribe the linguistic content of novel sentences. Both trained and untrained groups performed equally well (~75% correct) on the gender identification task, indicating that training did not have an effect on the ability to identify the gender of talkers. Although better than chance, performance on the talker discrimination task was poor overall (~55%), suggesting that either explicit training is required to reliably discriminate talkers' voices, or that additional information (perhaps spectral in nature) not present in the vocoded speech is required to excel in such tasks. Taken together, the results suggest that while transfer of auditory perceptual learning with spe...

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Training and Transfer-of-Learning Effects in Disabled and Normal Readers: Evidence of Specific Deficits

Cited by 27 publications

References 57 publications

Paired associate learning in Chinese children with dyslexia

Paired associate learning in Chinese children with dyslexia

Remediation of Fluency: Word Specific or Generalised Training Effects?

Transfer of Auditory Perceptual Learning with Spectrally Reduced Speech to Speech and Nonspeech Tasks: Implications for Cochlear Implants

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