Dissociation between online and offline learning in developmental dyslexia

Yafit Gabay, Rachel Schiff, Eli Vakil

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

Most studies investigating procedural learning in developmental dyslexia (DD) have focused on the acquisition stage, ignoring later stages involved in the process of skill learning. The current study examined sequence learning among DD and control groups in two sessions. Both groups completed a sequence-learning task over a first session (online learning) and a second session 24 hours later (offline learning). While both groups showed improvements in performance during offline learning, only the control group showed improvements in performance during online learning. Moreover, the DD group differed from the control group in their ability to recover from the introduction of a different sequence.

Original languageEnglish
Pages (from-to)279-288
Number of pages10
JournalJournal of Clinical and Experimental Neuropsychology
Volume34
Issue number3
DOIs
StatePublished - 1 Mar 2012

Keywords

  • Automaticity
  • Developmental dyslexia
  • Memory Consolidation
  • Procedural learning
  • Sequence learning

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