反馈性时序调节天气预报揭示了阅读障碍成人在程序性学习和陈述性学习方面的相对缺陷

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2024-07-19 DOI:10.1002/dys.1780
Rahulkrishna Gurram Thimmugari, Cheickna Sacko, F. Sayako Earle
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引用次数: 0

摘要

与阅读障碍等语言发育障碍有关的缺陷可以用程序性记忆的选择性缺陷来解释,这是最近争论的一个话题。阅读障碍成人(n = 29;RD)和非阅读障碍成人(n = 29;TD)分别在即时和延迟反馈条件下完成了一项天气预测任务。我们按照反馈条件(即时反馈与延迟反馈)和组别(RD 与 TD)对每次试验的准确性进行了研究。在即时反馈条件下,我们发现 TD 组的学习率高于 RD 组。在延迟反馈条件下,我们发现 TD 组很早就达到了较高的准确度,并且在整个任务过程中都优于 RD 组。在这两种条件下,TD 组的反应时间也有所提高,而 RD 组的反应速度则有所减慢。综合看来,阅读障碍成人的程序性记忆确实受到了影响,但在较小程度上,陈述性记忆也受到了影响。这在一定程度上支持了PDH,更广泛地说,支持了阅读障碍与一般(非语言)学习困难有关的观点。
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Feedback timing-modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia

A topic of recent debate is the hypothesis that deficits associated with developmental disorders of language, such as reading disability, can be explained by a selective weakness in procedural memory. Adults with (n = 29; RD) and without (n = 29; TD) reading disability completed a weather prediction task under immediate and delayed feedback conditions, that rely on the striatal (procedural) and hippocampal (declarative) circuits, respectively. We examined trial-by-trial accuracy by feedback condition (immediate vs. delayed) and group (RD vs. TD). In the immediate feedback condition, we found the TD group to have a higher learning rate than the RD group. In the delayed feedback condition, we found the TD group reach a high level of accuracy early, and outperform the RD group for the duration of the task. The TD group also made gains in reaction time under both conditions, while the RD group slowed in their responses. Taken together, it appears that while procedural memory is indeed impaired in adults with reading disability, to a lesser extent, declarative memory is also affected. This lends partial support to the PDH, and more broadly to the position that reading disability is associated with general (non-linguistic) difficulties in learning.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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