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          Institute: MPI für Psycholinguistik     Collection: Unification     Display Documents



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ID: 398928.0, MPI für Psycholinguistik / Unification
Implicit learning and dyslexia
Authors:Folia, Vasiliki; Uddén, Julia; Forkstam, Christian; Ingvar, Martin; Hagoort, Peter; Petersson, Karl Magnus
Language:English
Date of Publication (YYYY-MM-DD):2008
Title of Journal:Annals of the New York Academy of Sciences
Volume:1145
Start Page:132
End Page:150
Review Status:Peer-review
Audience:Experts Only
Abstract / Description:Several studies have reported an association between dyslexia and implicit learning deficits. It has been suggested that the weakness in implicit learning observed in dyslexic individuals may be related to sequential processing and implicit sequence learning. In the present article, we review the current literature on implicit learning and dyslexia. We describe a novel, forced-choice structural "mere exposure" artificial grammar learning paradigm and characterize this paradigm in normal readers in relation to the standard grammaticality classification paradigm. We argue that preference classification is a more optimal measure of the outcome of implicit acquisition since in the preference version participants are kept completely unaware of the underlying generative mechanism, while in the grammaticality version, the subjects have, at least in principle, been informed about the existence of an underlying complex set of rules at the point of classification (but not during acquisition). On the basis of the "mere exposure effect," we tested the prediction that the development of preference will correlate with the grammaticality status of the classification items. In addition, we examined the effects of grammaticality (grammatical/nongrammatical) and associative chunk strength (ACS; high/low) on the classification tasks (preference/grammaticality). Using a balanced ACS design in which the factors of grammaticality (grammatical/nongrammatical) and ACS (high/low) were independently controlled in a 2 × 2 factorial design, we confirmed our predictions. We discuss the suitability of this task for further investigation of the implicit learning characteristics in dyslexia.
External Publication Status:published
Document Type:Article
Communicated by:Peter Hagoort
Affiliations:MPI für Psycholinguistik
Identifiers:DOI:10.1196/annals.1416.012
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