Singh Sonia, Walk Anne M, Conway Christopher M
Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA, 30302, USA.
Department of Kinesiology and Community Health, University of Illinois, 405 N. 900 S. Goodwin Ave, Urbana, IL, 61801, USA.
Ann Dyslexia. 2018 Jul;68(2):165-179. doi: 10.1007/s11881-018-0161-2. Epub 2018 Jun 15.
Previous research suggests that individuals with developmental dyslexia perform below typical readers on non-linguistic cognitive tasks involving the learning and encoding of statistical-sequential patterns. However, the neural mechanisms underlying such a deficit have not been well examined. The aim of the present study was to investigate the event-related potential (ERP) correlates of sequence processing in a sample of children diagnosed with dyslexia using a non-linguistic visual statistical learning paradigm. Whereas the response time data suggested that both typical and atypical readers learned the statistical patterns embedded in the task, the ERP data suggested otherwise. Specifically, ERPs of the typically developing children (n = 12) showed a P300-like response indicative of learning, whereas the children diagnosed with a reading disorder (n = 8) showed no such ERP effects. These results may be due to intact implicit motor learning in the children with dyslexia but delayed attention-dependent predictive processing. These findings are consistent with other evidence suggesting that differences in statistical learning ability might underlie some of the reading deficits observed in developmental dyslexia.
先前的研究表明，患有发育性阅读障碍的个体在涉及统计序列模式学习和编码的非语言认知任务上的表现低于正常读者。然而，这种缺陷背后的神经机制尚未得到充分研究。本研究的目的是使用非语言视觉统计学习范式，调查被诊断为阅读障碍的儿童样本中序列处理的事件相关电位（ERP）相关性。虽然反应时间数据表明正常读者和阅读障碍读者都学习了任务中嵌入的统计模式，但ERP数据却显示出不同的结果。具体而言，正常发育儿童（n = 12）的ERP显示出类似P300的反应，表明学习发生，而被诊断为阅读障碍的儿童（n = 8）则未显示出这种ERP效应。这些结果可能是由于阅读障碍儿童内在的内隐运动学习完好，但注意力依赖的预测处理延迟。这些发现与其他证据一致，表明统计学习能力的差异可能是发育性阅读障碍中观察到的一些阅读缺陷的基础。
