Rüsseler Jascha, Gerth Ivonne, Münte Thomas F
Department of Psychology II, Otto-von-Guericke University, Magdeburg, Germany.
J Clin Exp Neuropsychol. 2006 Jul;28(5):808-27. doi: 10.1080/13803390591001007.
Previous research yielded equivocal results concerning implicit learning abilities of developmental dyslexic readers. These studies employed a sequence learning task that requires a motor response to each stimulus. However, implicit learning has been often studied using non-motor tasks. Thus, we investigated implicit learning capabilities of adult developmental dyslexic readers in two standard implicit learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial grammar learning (AGL).Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial grammar learning task (AGL), letter strings following a markovian finite state grammar are presented. In a subsequent test phase subjects have to judge new letter strings according to their grammaticality. Learning of the stimulus regularities was found in both tasks and for both groups of subjects. Furthermore, participants were unaware of the underlying stimulus construction principles. Dyslexic readers were unimpaired in SRTT as well as artificial grammar learning relative to normal readers. These findings show that implicit learning is intact in dyslexia. Intact implicit learning capabilities should be taken into account when designing training programs for developmental dyslexic readers.
先前的研究在发育性阅读障碍读者的内隐学习能力方面得出了模棱两可的结果。这些研究采用了一种序列学习任务，该任务要求对每个刺激做出运动反应。然而，内隐学习经常使用非运动任务进行研究。因此，我们在两种因运动系统参与程度不同而有所差异的标准内隐学习范式中，研究了成年发育性阅读障碍读者的内隐学习能力，即序列反应时任务（SRTT）和人工语法学习（AGL）。对12名成年发育性阅读障碍者以及12名年龄和性别匹配的正常读者进行了测试。在序列反应时任务（SRTT）中，参与者会看到一个结构化的展示。通过比较对结构化序列的反应时（RT）与对随机展示的反应时来衡量学习情况。在人工语法学习任务（AGL）中，呈现遵循马尔可夫有限状态语法的字母串。在随后的测试阶段，受试者必须根据语法性来判断新的字母串。在这两项任务中以及两组受试者中都发现了对刺激规律的学习。此外，参与者并未意识到潜在的刺激构建原则。与正常读者相比，阅读障碍读者在序列反应时任务以及人工语法学习方面并未受损。这些发现表明阅读障碍患者的内隐学习是完好的。在为发育性阅读障碍读者设计训练方案时，应考虑到其完好的内隐学习能力。
