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Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study

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Title: Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
Language: English
Authors: Marta Wójcik (ORCID 0000-0002-2988-8563), Joanna Beck (ORCID 0000-0001-7453-9242), Katarzyna Chyl (ORCID 0000-0002-0452-5731), Agnieszka Dynak (ORCID 0000-0001-9064-2215), Gabriela Dziegiel-Fivet (ORCID 0000-0002-2038-203X), Magdalena Luniewska (ORCID 0000-0001-5504-9766), Anna Grabowska (ORCID 0000-0003-2156-350X), Katarzyna Jednoróg (ORCID 0000-0003-3072-6956), Agnieszka Debska (ORCID 0000-0003-0848-1446)
Source: Language Learning. 2024 74(4):985-1025.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 41
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Students with Disabilities, Dyslexia, Literacy, Learning, Reaction Time, Timed Tests, Comparative Testing, Spelling, Reading Failure, Brain Hemisphere Functions
DOI: 10.1111/lang.12652
ISSN: 0023-8333
1467-9922
Abstract: 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.
Abstractor: As Provided
Notes: https://osf.io/qzx95
Entry Date: 2024
Accession Number: EJ1449631
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
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  Data: <searchLink fieldCode="AR" term="%22Marta+Wójcik%22">Marta Wójcik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2988-8563">0000-0002-2988-8563</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanna+Beck%22">Joanna Beck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7453-9242">0000-0001-7453-9242</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katarzyna+Chyl%22">Katarzyna Chyl</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0452-5731">0000-0002-0452-5731</externalLink>)<br /><searchLink fieldCode="AR" term="%22Agnieszka+Dynak%22">Agnieszka Dynak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9064-2215">0000-0001-9064-2215</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gabriela+Dziegiel-Fivet%22">Gabriela Dziegiel-Fivet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2038-203X">0000-0002-2038-203X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Magdalena+Luniewska%22">Magdalena Luniewska</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5504-9766">0000-0001-5504-9766</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Grabowska%22">Anna Grabowska</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2156-350X">0000-0003-2156-350X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katarzyna+Jednoróg%22">Katarzyna Jednoróg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3072-6956">0000-0003-3072-6956</externalLink>)<br /><searchLink fieldCode="AR" term="%22Agnieszka+Debska%22">Agnieszka Debska</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0848-1446">0000-0003-0848-1446</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2024 74(4):985-1025.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 41
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+Time%22">Reaction Time</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Failure%22">Reading Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Brain+Hemisphere+Functions%22">Brain Hemisphere Functions</searchLink>
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  Data: 10.1111/lang.12652
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  Data: 0023-8333<br />1467-9922
– Name: Abstract
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  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: https://osf.io/qzx95
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1449631
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1449631
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        Value: 10.1111/lang.12652
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      – Text: English
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        PageCount: 41
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Dyslexia
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      – SubjectFull: Literacy
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      – SubjectFull: Reaction Time
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      – SubjectFull: Timed Tests
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      – SubjectFull: Reading Failure
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      – SubjectFull: Brain Hemisphere Functions
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      – TitleFull: Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
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