Department of Special Education and the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa.
Department of Communication Science and Disorders, Center for the Neural Basis of Cognition, University of Pittsburgh.
Psychol Sci. 2023 Apr;34(4):468-480. doi: 10.1177/09567976231151581. Epub 2023 Feb 15.
Categorization has a deep impact on behavior, but whether category learning is served by a single system or multiple systems remains debated. Here, we designed two well-equated nonspeech auditory category learning challenges to draw on putative procedural (information-integration) versus declarative (rule-based) learning systems among adult Hebrew-speaking control participants and individuals with dyslexia, a language disorder that has been linked to a selective disruption in the procedural memory system and in which phonological deficits are ubiquitous. We observed impaired information-integration category learning and spared rule-based category learning in the dyslexia group compared with the neurotypical group. Quantitative model-based analyses revealed reduced use of, and slower shifting to, optimal procedural-based strategies in dyslexia with hypothesis-testing strategy use on par with control participants. The dissociation is consistent with multiple category learning systems and points to the possibility that procedural learning inefficiencies across categories defined by complex, multidimensional exemplars may result in difficulty in phonetic category acquisition in dyslexia.
分类对行为有深远影响，但类别学习是由单个系统还是多个系统提供服务仍存在争议。在这里，我们设计了两个具有同等条件的非言语听觉类别学习挑战，以利用假定的程序性（信息整合）与陈述性（基于规则）学习系统，参与者包括讲希伯来语的成年对照组和患有阅读障碍的个体。阅读障碍是一种与程序性记忆系统选择性破坏有关的语言障碍，其中语音缺陷普遍存在。与神经典型组相比，阅读障碍组在信息整合类别学习中表现出受损，而在基于规则的类别学习中表现出未受损。基于定量模型的分析表明，阅读障碍组在使用和更快转向最佳基于程序的策略方面减少了，而假设检验策略的使用与对照组相当。这种分离与多个类别学习系统一致，并指出在由复杂多维范例定义的类别中，程序性学习效率低下可能导致阅读障碍者在语音类别习得方面的困难。
