Implicit learning in developmental dyslexia as demonstrated by the Serial Reaction Time (SRT) and the Artificial Grammar Learning (AGL) tasks

Rachel Schiff, Eli Vakil, Yafit Gabay, Shani Kahta

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

In this paper, we assume the third theory that claims that people with DD are impaired in implicit learning (Nicolson and Fawcett, 1990). Implicit learning refers to a learning process by which we acquire knowledge of the regularities of the learn-ing environment in a passive way, and possibly without awareness (Pothos, 2007).We show that reading impairments in DD mainly reflect a deficient in general capacity for statistical learning. In other words, individuals with DD have difficulty picking up and assimilating the statistical properties and systematic patterns of a structured environment. The current paper demonstrates the deficient general capacity for statistical learning in individuals with DD using two implicit sequence learning para-digms: the Serial Reaction Time (SRT), and Artificial Grammar Learning (AGL). Our aim is to show that the pattern offindings that emerges from studies investigating Rachel Schiff, Eli Vakil, Yafit Gabay and Shani Kahta
dyslexic performance on implicit skill learning (as reflected in the SRT) and implicit sequence learning (as reflected in the AGL) helps us identify the nature of deficits that underlies DD
Original languageEnglish
Title of host publicationHandbook of Communication Disorders
Subtitle of host publicationTheoretical, Empirical, and Applied Linguistic Perspectives
Publisherde Gruyter
Pages753-764
Number of pages12
ISBN (Electronic)9781614514909
ISBN (Print)9781501500947
DOIs
StatePublished - 23 Apr 2018

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