Impaired implicit sequence learning in children with developmental dyslexia

被引：54

作者：

Hedenius, Martina ^{[1
]}

Persson, Jonas ^{[2
,3
]}

Alm, Per A. ^{[1
]}

Ullman, Michael T. ^{[4
]}

Howard, James H., Jr. ^{[5
,6
,7
]}

Howard, Darlene V.

Jennische, Margareta ^{[1
]}

机构：

[1] Uppsala Univ, Unit Speech & Language Pathol, Dept Neurosci, SE-75105 Uppsala, Sweden

[2] Karolinska Inst, Aging Res Ctr, SE-11330 Stockholm, Sweden

[3] Stockholm Univ, SE-11330 Stockholm, Sweden

[4] Georgetown Univ, Brain & Language Lab, Dept Neurosci, Washington, DC 20057 USA

[5] Georgetown Univ, Dept Psychol, Washington, DC 20057 USA

[6] Georgetown Univ, Dept Neurol, Washington, DC 20057 USA

[7] Catholic Univ Amer, Dept Psychol, Washington, DC 20064 USA

来源：

RESEARCH IN DEVELOPMENTAL DISABILITIES | 2013年 / 34卷 / 11期

关键词：

Developmental dyslexia; Procedural memory; Implicit sequence learning; MEDIAL TEMPORAL-LOBE; MOTOR SEQUENCE; MEMORY-SYSTEMS; NEURAL BASIS; READING DISABILITIES; AGE-DIFFERENCES; WORKING-MEMORY; BASAL GANGLIA; ADULT AGE; LANGUAGE;

D O I：

10.1016/j.ridd.2013.08.014

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

It has been proposed that an impairment of procedural memory underlies a range of linguistic, cognitive and motor impairments observed in developmental dyslexia (DD). However, studies designed to test this hypothesis using the implicit sequence learning paradigm have yielded inconsistent results. A fundamental aspect of procedural learning is that it takes place over an extended time-period that may be divided into distinct stages based on both behavioural characteristics and neural correlates of performance. Yet, no study of implicit sequence learning in children with DD has included learning stages beyond a single practice session. The present study was designed to fill this important gap by extending the investigation to include the effects of overnight consolidation as well as those of further practice on a subsequent day. The results suggest that the most pronounced procedural learning impairment in DD may emerge only after extended practice, in learning stages beyond a single practice session. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：3924 / 3935

页数：12

共 107 条

[51] ATTENTIONAL REQUIREMENTS OF LEARNING - EVIDENCE FROM PERFORMANCE-MEASURES [J].

NISSEN, MJ ;

BULLEMER, P .

COGNITIVE PSYCHOLOGY, 1987, 19 (01) :1-32

[52] THE ASSESSMENT AND ANALYSIS OF HANDEDNESS: THE EDINBURGH INVENTORY [J].

OLDFIELD, RC .

NEUROPSYCHOLOGIA, 1971, 9 (01) :97-113

[53]

Olofsson A., 2003, DYSLEXIA DIFFERENT L, P137

[54]

Olson R., 1994, FRAMES REFERENCE ASS, P243

[55] The multifaceted nature of the relationship between performance and brain activity in motor sequence learning [J].

Orban, Pierre ;

Peigneux, Philippe ;

Lungu, Ovidiu ;

Albouy, Genevieve ;

Breton, Estelle ;

Laberenne, Frederic ;

Benali, Habib ;

Maquet, Pierre ;

Doyon, Julien .

NEUROIMAGE, 2010, 49 (01) :694-702

[56] Motor Sequence Learning and Developmental Dyslexia [J].

Orban, Pierre ;

Lungu, Ovidiu ;

Doyon, Julien .

LEARNING, SKILL ACQUISITION, READING, AND DYSLEXIA, 2008, 1145 :151-172

[57] Artificial grammar learning in primary school children with and without developmental dyslexia [J].

Pavlidou, Elpis V. ;

Williams, Joanne M. ;

Kelly, Louise M. .

ANNALS OF DYSLEXIA, 2009, 59 (01) :55-77

[58]

Peigneux P, 2000, HUM BRAIN MAPP, V10, P179, DOI 10.1002/1097-0193(200008)10:4<179::AID-HBM30>3.0.CO

[59]

2-H

[60] Striatal activation during acquisition of a cognitive skill [J].

Poldrack, RA ;

Prabhakaran, V ;

Seger, CA ;

Gabrieli, JDE .

NEUROPSYCHOLOGY, 1999, 13 (04) :564-574

← 1 2 3 4 5 6 7 8 9 10 →