Kahta Shani, Schiff Rachel
Learning Disabilities Studies MA Program, Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat GAN, Israel.
Dyslexia. 2019 May;25(2):142-157. doi: 10.1002/dys.1618. Epub 2019 Apr 21.
Recently, it has been suggested that developmental dyslexia (DD) is related to deficits in general mechanisms of statistical learning (SL). The aim of the current study was to explore these relations using a nonlinguistic auditory artificial grammar learning (A-AGL) task. Most studies using AGL to explore the role of SL among readers with dyslexia used visual stimuli. The current study explored SL abilities among adults with DD using a nonlinguistic auditory task, because evidence suggests that SL is affected by the modality of stimuli. Forty-eight (21 DD and 27 typically developed [TD]) adults participated in two A-AGL tasks: implicit and explicit. The results showed a significant difference between the groups, as TD readers outperformed adults with DD. This difference in performance supports the SL deficit hypothesis among adults with dyslexia, although the causal relations between auditory SL and reading still require further examination. In addition, no difference was found between the implicit and explicit tasks, suggesting that unlike the visual AGL, participants with DD do not benefit from elevating attentional resources during A-AGL.
最近，有人提出发育性阅读障碍（DD）与统计学习（SL）的一般机制缺陷有关。本研究的目的是使用非语言听觉人工语法学习（A-AGL）任务来探究这些关系。大多数使用AGL来探究阅读障碍读者中SL作用的研究都使用了视觉刺激。本研究使用非语言听觉任务探究了DD成人的SL能力，因为有证据表明SL会受到刺激模态的影响。48名成人（21名DD患者和27名发育正常[TD]者）参与了两项A-AGL任务：隐性任务和显性任务。结果显示两组之间存在显著差异，因为TD读者的表现优于DD成人。这种表现差异支持了阅读障碍成人的SL缺陷假说，尽管听觉SL与阅读之间的因果关系仍需进一步研究。此外，隐性任务和显性任务之间未发现差异，这表明与视觉AGL不同，DD参与者在A-AGL过程中不会从提高注意力资源中受益。
