Do implicit learning deficit and dyslexia go together? An fMRI and behavioral study

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cris.lastimport.scopus2025-08-31T03:10:16Z
dc.abstract.enWhat is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between-group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.
dc.affiliationFaculty of Psychology
dc.affiliationInstytut Psychologii
dc.contributor.authorWójcik, Marta
dc.contributor.authorBeck, Joanna
dc.contributor.authorChyl, Katarzyna
dc.contributor.authorDynak, Agnieszka
dc.contributor.authorDzięgiel‐Fivet, Gabriela
dc.contributor.authorŁuniewska, Magdalena
dc.contributor.authorGrabowska, Anna
dc.contributor.authorJednoróg, Katarzyna
dc.contributor.authorDębska, Agnieszka
dc.date.access2024-12-18
dc.date.accessioned2024-12-18T10:59:14Z
dc.date.available2024-12-18T10:59:14Z
dc.date.created2024-02-08
dc.date.issued2024-12
dc.description.abstract<jats:title>Abstract</jats:title><jats:p>What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, <jats:italic>n</jats:italic> = 54) and with dyslexia (DYS, <jats:italic>n</jats:italic> = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, <jats:italic>n</jats:italic> = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between‐group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.</jats:p>
dc.description.accesstimeat_publication
dc.description.additionalvorartykuł został przypisany do numeru
dc.description.issue4
dc.description.physical985-1025
dc.description.versionfinal_published
dc.description.volume74
dc.identifier.doi10.1111/lang.12652
dc.identifier.eissn1467-9922
dc.identifier.issn0023-8333
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/1042
dc.identifier.weblinkhttps://onlinelibrary.wiley.com/doi/10.1111/lang.12652
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsCC-BY
dc.rights.questionYes_rights
dc.share.articleOTHER
dc.subject.enimplicit learning
dc.subject.endevelopmental dyslexia
dc.subject.enisolated spelling deficit
dc.subject.enneuroimaging
dc.swps.sciencecloudsend
dc.titleDo implicit learning deficit and dyslexia go together? An fMRI and behavioral study
dc.title.journalLanguage Learning
dc.typeJournalArticle
dspace.entity.typeArticle