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

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-05-13 DOI:10.1111/lang.12652

Marta Wójcik, Joanna Beck, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel‐Fivet, Magdalena Łuniewska, Anna Grabowska, Katarzyna Jednoróg, Agnieszka Dębska

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引用次数: 0

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.

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内隐学习缺陷与阅读障碍是否同时存在？一项 fMRI 和行为研究

读写能力与内隐学习之间有什么关系？为了解决以往研究结果参差不齐的问题，我们比较了学龄期典型阅读者（CON，n = 54）和阅读障碍者（DYS，n = 53）在连续反应时间任务中的表现。我们还首次加入了一个单独的拼写缺陷组（ISD，n = 30），以控制阅读和拼写缺陷的不同影响。通过线性反应时间分析，我们并未发现组间内隐学习的差异。然而，进一步的检查发现，大多数 CON 组（65%）和 ISD 组（63%）是内隐学习者，而大多数 DYS 组则是非学习者（64%）。大脑活动显示出早期学习阶段的差异：与其他组别相比，CON 学习者和 DYS 非学习者激活左侧额叶下回（IFG）和左侧岛叶的程度更高。我们的研究结果表明，阅读障碍儿童的内隐学习比典型阅读障碍儿童更容易受到干扰，左侧额下回和脑岛的激活有助于后者的有效学习，但对前者却没有帮助。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.