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

StatusVoR
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Authors
Wójcik, Marta
Beck, Joanna
Chyl, Katarzyna
Dynak, Agnieszka
Dzięgiel‐Fivet, Gabriela
Łuniewska, Magdalena
Grabowska, Anna
Jednoróg, Katarzyna
Dębska, Agnieszka
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Date
2024-12
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Journal title
Language Learning
Issue
4
Volume
74
Pages
Pages
985-1025
DOI
ISSN
0023-8333
ISSN of series
Weblink
https://onlinelibrary.wiley.com/doi/10.1111/lang.12652
Access date
2024-12-18
Abstract PL
Abstract EN
What 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.
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Keywords PL
Keywords EN
implicit learning
developmental dyslexia
isolated spelling deficit
neuroimaging
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https://share.swps.edu.pl/handle/swps/1042
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cc-by
Except as otherwise noted, this item is licensed under the Attribution licence | Permitted use of copyrighted works
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