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首页> 外文期刊>Neuropsychology >A Specific Implicit Sequence Learning Deficit as an Underlying Cause of Dyslexia? Investigating the Role of Attention in Implicit Learning Tasks
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A Specific Implicit Sequence Learning Deficit as an Underlying Cause of Dyslexia? Investigating the Role of Attention in Implicit Learning Tasks

机译：特定的隐式序列学习赤字作为诵读障碍的潜在原因？ 调查注意力在隐式学习任务中的作用

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Objective: Recently, a general implicit sequence learning deficit was proposed as an underlying cause of dyslexia. This new hypothesis was investigated in the present study by including a number of methodological improvements, for example, the inclusion of appropriate control conditions. The second goal of the study was to explore the role of attentional functioning in implicit and explicit learning tasks. Method: In a 2 x 2 within-subjects design 4 tasks were administered in 30 dyslexic and 38 control children: an implicit and explicit serial reaction time (RT) task and an implicit and explicit contextual cueing task. Attentional functioning was also administered. The entire learning curves of all tasks were analyzed using latent growth curve modeling in order to compare performances between groups and to examine the role of attentional functioning on the learning curves. Results: The amount of implicit learning was similar for both groups. However, the dyslexic group showed slower RTs throughout the entire task. This group difference reduced and became nonsignificant after controlling for attentional functioning. Both implicit learning tasks, but none of the explicit learning tasks, were significantly affected by attentional functioning. Conclusions: Dyslexic children do not suffer from a specific implicit sequence learning deficit. The slower RTs of the dyslexic children throughout the entire implicit sequence learning process are caused by their comorbid attention problems and overall slowness. A key finding of the present study is that, in contrast to what was assumed for a long time, implicit learning relies on attentional resources, perhaps even more than explicit learning does.
机译：目的：近，拟议一般隐含的序列学习赤字作为诵读障碍的潜在原因。通过包括许多方法的改进，例如包含适当的对照条件，在本研究中研究了该新假设。该研究的第二个目标是探讨注意力在隐含和明确学习任务中的作用。方法：在2×2内，主题内部设计4任务在30个缺点和38个对照儿童中施用：隐式和明确的串行反应时间（RT）任务以及隐式和明确的上下文提示任务。还给予了预付功能。使用潜在的生长曲线建模分析所有任务的整个学习曲线，以便比较组之间的性能并检查注意力功能在学习曲线上的作用。结果：两个组的隐式学习量相似。然而，在整个任务中，诵读集团展示了较慢的RT。该群体差异减少并在控制注意力运作后变得无意识。隐含的学习任务都没有明确的学习任务，受到注意力的显着影响。结论：缺点儿童不会遭受特定的隐式序列学习赤字。在整个隐式序列学习过程中，缺点儿童的较慢RTS是由他们的合并注意力问题和整体缓慢引起的。本研究的一个关键发现是，与长时间的假设相比，隐式学习依赖于注意力资源，甚至超过明确的学习。

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