Unit for Speech and Language Pathology, Department of Neuroscience, University of Uppsala, P.O. Box 256, SE-751 05 Uppsala, Sweden.
Res Dev Disabil. 2013 Nov;34(11):3924-35. doi: 10.1016/j.ridd.2013.08.014. Epub 2013 Sep 7.
It has been proposed that an impairment of procedural memory underlies a range of linguistic, cognitive and motor impairments observed in developmental dyslexia (DD). However, studies designed to test this hypothesis using the implicit sequence learning paradigm have yielded inconsistent results. A fundamental aspect of procedural learning is that it takes place over an extended time-period that may be divided into distinct stages based on both behavioural characteristics and neural correlates of performance. Yet, no study of implicit sequence learning in children with DD has included learning stages beyond a single practice session. The present study was designed to fill this important gap by extending the investigation to include the effects of overnight consolidation as well as those of further practice on a subsequent day. The results suggest that the most pronounced procedural learning impairment in DD may emerge only after extended practice, in learning stages beyond a single practice session.
有人提出，发展性阅读障碍（DD）患者观察到的一系列语言、认知和运动障碍的基础是程序记忆的损伤。然而，使用内隐序列学习范式设计的研究得出的结果并不一致。程序学习的一个基本方面是，它需要在一个较长的时间内进行，根据行为特征和表现的神经相关性，可以将这个时间分为不同的阶段。然而，在患有 DD 的儿童中，没有一项关于内隐序列学习的研究包括超过单个练习阶段的学习阶段。本研究旨在通过扩展研究范围，包括夜间巩固以及随后一天进一步练习的影响来填补这一重要空白。结果表明，在超过单个练习阶段的学习阶段，只有在经过长时间的练习后，DD 中最明显的程序学习损伤才会出现。
