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Article: Quantity matters: Children with dyslexia are impaired in small, but not large number of exposures during implicit repeated sequence learning

TitleQuantity matters: Children with dyslexia are impaired in small, but not large number of exposures during implicit repeated sequence learning
Authors
Issue Date2017
PublisherAmerican Speech - Language - Hearing Association. The Journal's web site is located at http://ajslp.asha.org
Citation
American Journal of Speech-Language Pathology, 2017, v. 26 n. 4, p. 1080-1091 How to Cite?
AbstractPurpose: The present study investigated the onset of statistical learning and examined whether the number of exposures to a repeated sequence influences the learning performance of children with dyslexia on a serial reaction time task. Method: Three groups of children (29 with dyslexia, 29 age-matched controls, and 30 reading level–matched controls) were administered a serial reaction time task, and their statistical learning performances after a small and a large number of exposures (40 vs. 180 exposures) were recorded and compared. Results: Children with dyslexia showed impaired statistical learning after a small number of exposures to a sequence, but intact statistical learning after a large number of exposures. In contrast, the age-matched and reading level–matched control groups showed intact statistical learning after both small and large numbers of exposures. Children with dyslexia also exhibited a slower learning rate than either control group. Conclusion: These results suggest that the amount of exposure to statistical patterns influences statistical learning performance in children with dyslexia. © 2017 American Speech-Language-Hearing Association.
Persistent Identifierhttp://hdl.handle.net/10722/246125
ISSN
2019 Impact Factor: 1.486
2015 SCImago Journal Rankings: 0.867
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHe, X-
dc.contributor.authorTong, X-
dc.date.accessioned2017-09-18T02:22:51Z-
dc.date.available2017-09-18T02:22:51Z-
dc.date.issued2017-
dc.identifier.citationAmerican Journal of Speech-Language Pathology, 2017, v. 26 n. 4, p. 1080-1091-
dc.identifier.issn1058-0360-
dc.identifier.urihttp://hdl.handle.net/10722/246125-
dc.description.abstractPurpose: The present study investigated the onset of statistical learning and examined whether the number of exposures to a repeated sequence influences the learning performance of children with dyslexia on a serial reaction time task. Method: Three groups of children (29 with dyslexia, 29 age-matched controls, and 30 reading level–matched controls) were administered a serial reaction time task, and their statistical learning performances after a small and a large number of exposures (40 vs. 180 exposures) were recorded and compared. Results: Children with dyslexia showed impaired statistical learning after a small number of exposures to a sequence, but intact statistical learning after a large number of exposures. In contrast, the age-matched and reading level–matched control groups showed intact statistical learning after both small and large numbers of exposures. Children with dyslexia also exhibited a slower learning rate than either control group. Conclusion: These results suggest that the amount of exposure to statistical patterns influences statistical learning performance in children with dyslexia. © 2017 American Speech-Language-Hearing Association.-
dc.languageeng-
dc.publisherAmerican Speech - Language - Hearing Association. The Journal's web site is located at http://ajslp.asha.org-
dc.relation.ispartofAmerican Journal of Speech-Language Pathology-
dc.titleQuantity matters: Children with dyslexia are impaired in small, but not large number of exposures during implicit repeated sequence learning-
dc.typeArticle-
dc.identifier.emailTong, X: xltong@hku.hk-
dc.identifier.authorityTong, X=rp01546-
dc.identifier.doi10.1044/2017_AJSLP-15-0190-
dc.identifier.pmid28796861-
dc.identifier.scopuseid_2-s2.0-85033481594-
dc.identifier.hkuros277552-
dc.identifier.volume26-
dc.identifier.issue4-
dc.identifier.spage1080-
dc.identifier.epage1091-
dc.identifier.isiWOS:000415869600003-
dc.publisher.placeUnited States-

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