West, Gillian, Clayton, Francina Jane, Shanks, David et al. (1 more author) (2019) Procedural and declarative learning in dyslexia. DYSLEXIA. ISSN 1076-9242
Abstract
The procedural deficit hypothesis claims that impaired procedural learning is at least partly responsible for the deficits in learning to read seen in children with developmental dyslexia. This study used a reading ability‐matched design to examine group differences in both procedural and declarative learning. Both children with dyslexia and typically developing children demonstrated procedural learning on a serial reaction time task, although learning in the typically developing group increased at a greater rate towards the end of the task compared with children with dyslexia. However, these results do not provide strong evidence for the procedural deficit hypothesis, because poorer procedural learning in the group with dyslexia may reflect impairments in motor learning, rather than sequence specific procedural learning. In addition, neither group showed a relationship between procedural learning and reading ability.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) > Psychology (York) |
Depositing User: | Pure (York) |
Date Deposited: | 14 May 2019 09:10 |
Last Modified: | 17 Dec 2024 00:13 |
Published Version: | https://doi.org/10.1002/dys.1615 |
Status: | Published online |
Refereed: | Yes |
Identification Number: | 10.1002/dys.1615 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:146053 |