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A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia

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Title: A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia
Language: English
Authors: Kligler, Nitzan, Gabay, Yafit
Source: Scientific Studies of Reading. 2023 27(4):334-354.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Dyslexia, Young Adults, Performance, Reading Skills, Learning Processes, Incidental Learning, Foreign Countries, Decoding (Reading), Naming, Phonological Awareness, Auditory Stimuli, Visual Stimuli, Cues, Visual Perception
Geographic Terms: Israel
Assessment and Survey Identifiers: Wechsler Adult Intelligence Scale, Raven Progressive Matrices
DOI: 10.1080/10888438.2023.2166413
ISSN: 1088-8438
1532-799X
Abstract: Structural patterns existing in language can be exploited for implicit prediction of sequences in speech and visual input via a process termed statistical learning (SL). Despite extensive examination of SL in dyslexia, whether SL problems arise from modality-constrained learning processes or from global learning processes is still unknown, nor is it clear how SL can be supported. Purpose: The present study used the triplet paradigm to explore SL among young adults with dyslexia and among typical readers across auditory and visual modalities and tested whether information from one sensory modality can assist SL in a different sensory modality. Method: Participants performed auditory and visual SL tasks under conditions in which a consistent visual/auditory cue respectively accompanied the auditory/visual triplets or under conditions in which no cross-modal information was presented. Results: SL performance was poorer in the dyslexia group than among typical readers across visual and auditory modalities. Furthermore, both groups improved their SL abilities under conditions in which cues were consistent with triplet boundaries compared to under conditions lacking cross-modal information Conclusions: These findings suggest that SL impairments observed in dyslexia stem from a domain-general deficiency and that cross-modal information can be recruited to support SL in dyslexia.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391055
Database: ERIC
FullText Text:
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  Data: A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia
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  Data: <searchLink fieldCode="AR" term="%22Kligler%2C+Nitzan%22">Kligler, Nitzan</searchLink><br /><searchLink fieldCode="AR" term="%22Gabay%2C+Yafit%22">Gabay, Yafit</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Scientific+Studies+of+Reading%22"><i>Scientific Studies of Reading</i></searchLink>. 2023 27(4):334-354.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
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  Data: 10.1080/10888438.2023.2166413
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  Data: 1088-8438<br />1532-799X
– Name: Abstract
  Label: Abstract
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  Data: Structural patterns existing in language can be exploited for implicit prediction of sequences in speech and visual input via a process termed statistical learning (SL). Despite extensive examination of SL in dyslexia, whether SL problems arise from modality-constrained learning processes or from global learning processes is still unknown, nor is it clear how SL can be supported. Purpose: The present study used the triplet paradigm to explore SL among young adults with dyslexia and among typical readers across auditory and visual modalities and tested whether information from one sensory modality can assist SL in a different sensory modality. Method: Participants performed auditory and visual SL tasks under conditions in which a consistent visual/auditory cue respectively accompanied the auditory/visual triplets or under conditions in which no cross-modal information was presented. Results: SL performance was poorer in the dyslexia group than among typical readers across visual and auditory modalities. Furthermore, both groups improved their SL abilities under conditions in which cues were consistent with triplet boundaries compared to under conditions lacking cross-modal information Conclusions: These findings suggest that SL impairments observed in dyslexia stem from a domain-general deficiency and that cross-modal information can be recruited to support SL in dyslexia.
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  Data: 2023
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        Value: 10.1080/10888438.2023.2166413
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      – Text: English
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        PageCount: 21
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      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Young Adults
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      – SubjectFull: Performance
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Auditory Stimuli
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      – SubjectFull: Visual Stimuli
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      – SubjectFull: Cues
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      – SubjectFull: Israel
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      – TitleFull: A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia
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