{"title":"有阅读障碍家庭风险儿童的统计学习","authors":"Elise H de Bree, Josje Verhagen","doi":"10.1002/dys.1711","DOIUrl":null,"url":null,"abstract":"The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre‐literate children with a family risk (FR) of dyslexia. In this study, four‐to‐five‐year‐old FR children (n = 25) and No‐FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non‐adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d′) and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No‐FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No‐FR group. Furthermore, unlike the No‐FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Statistical learning in children with a family risk of dyslexia\",\"authors\":\"Elise H de Bree, Josje Verhagen\",\"doi\":\"10.1002/dys.1711\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre‐literate children with a family risk (FR) of dyslexia. In this study, four‐to‐five‐year‐old FR children (n = 25) and No‐FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non‐adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d′) and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No‐FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No‐FR group. Furthermore, unlike the No‐FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with dyslexia.\",\"PeriodicalId\":47222,\"journal\":{\"name\":\"Dyslexia\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-03-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Dyslexia\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1002/dys.1711\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/dys.1711","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Statistical learning in children with a family risk of dyslexia
The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre‐literate children with a family risk (FR) of dyslexia. In this study, four‐to‐five‐year‐old FR children (n = 25) and No‐FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non‐adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d′) and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No‐FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No‐FR group. Furthermore, unlike the No‐FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with dyslexia.
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