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Procedural and declarative learning in dyslexia

West, G; Clayton, FJ; Shanks, DR; Hulme, C; (2019) Procedural and declarative learning in dyslexia. Dyslexia 10.1002/dys.1615. (In press). Green open access

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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.

Type: Article
Title: Procedural and declarative learning in dyslexia
Location: England
Open access status: An open access version is available from UCL Discovery
DOI: 10.1002/dys.1615
Publisher version: https://doi.org/10.1002/dys.1615
Language: English
Additional information: Copyright © 2019 The Authors Dyslexia Published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Keywords: declarative learning, dyslexia, language, memory, procedural learning
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Experimental Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/10073718
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