View in EDS HTML Full Text PDF Full Text

Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders?

Saved in:
Bibliographic Details
Title: Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders?
Authors: Marinelli, Chiara Valeria (AUTHOR), Martelli, Marialuisa (AUTHOR), Zoccolotti, Pierluigi (AUTHOR)
Source: Cognitive Neuropsychology. May/Jun2024, Vol. 41 Issue 3/4, p93-112. 20p.
Subjects: Automaticity (Learning process), Learning disabilities, Dyslexia, Comorbidity, Hypothesis
Abstract: We critically examine the procedural deficit hypothesis (PDH) that proposes that a deficit in procedural (as opposed to declarative) learning underlies dyslexia and other developmental disorders. We first note that the existence of dissociated learning disorders (and multiple forms for each disorder) appears incompatible with a general deficit account. Moreover, the PDH formulation appears generally underspecified in terms of predictions to be tested. A particular focus is on the conceptualization of automatization. However, there are alternative views of automaticity, and comparing these different views helps frame the body of findings on the PDH. The insufficient PDH specification led to tasks touching on different skills and selecting target groups based on general diagnostic categories. Accordingly, several recent reviews and meta-analyses reported mixed patterns of findings and reached contradictory conclusions on the PDH. We propose avenues for future research to effectively examine the role of PDH in learning and other developmental disorders. [ABSTRACT FROM AUTHOR]
Copyright of Cognitive Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 179995637
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Marinelli%2C+Chiara+Valeria%22">Marinelli, Chiara Valeria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martelli%2C+Marialuisa%22">Martelli, Marialuisa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zoccolotti%2C+Pierluigi%22">Zoccolotti, Pierluigi</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Cognitive+Neuropsychology%22">Cognitive Neuropsychology</searchLink>. May/Jun2024, Vol. 41 Issue 3/4, p93-112. 20p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Automaticity+%28Learning+process%29%22">Automaticity (Learning process)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Comorbidity%22">Comorbidity</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis%22">Hypothesis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We critically examine the procedural deficit hypothesis (PDH) that proposes that a deficit in procedural (as opposed to declarative) learning underlies dyslexia and other developmental disorders. We first note that the existence of dissociated learning disorders (and multiple forms for each disorder) appears incompatible with a general deficit account. Moreover, the PDH formulation appears generally underspecified in terms of predictions to be tested. A particular focus is on the conceptualization of automatization. However, there are alternative views of automaticity, and comparing these different views helps frame the body of findings on the PDH. The insufficient PDH specification led to tasks touching on different skills and selecting target groups based on general diagnostic categories. Accordingly, several recent reviews and meta-analyses reported mixed patterns of findings and reached contradictory conclusions on the PDH. We propose avenues for future research to effectively examine the role of PDH in learning and other developmental disorders. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Cognitive Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=179995637
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02643294.2024.2393447
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 93
    Subjects:
      – SubjectFull: Automaticity (Learning process)
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Comorbidity
        Type: general
      – SubjectFull: Hypothesis
        Type: general
    Titles:
      – TitleFull: Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Marinelli, Chiara Valeria
      – PersonEntity:
          Name:
            NameFull: Martelli, Marialuisa
      – PersonEntity:
          Name:
            NameFull: Zoccolotti, Pierluigi
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May/Jun2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 02643294
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 3/4
          Titles:
            – TitleFull: Cognitive Neuropsychology
              Type: main
ResultId 1