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Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia

Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonologic...

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Autores principales: Kimel, Eva, Lieder, Itay, Ahissar, Merav
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Nature Publishing Group UK 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9359986/
https://www.ncbi.nlm.nih.gov/pubmed/35941176
http://dx.doi.org/10.1038/s41598-022-16805-z
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author Kimel, Eva
Lieder, Itay
Ahissar, Merav
author_facet Kimel, Eva
Lieder, Itay
Ahissar, Merav
author_sort Kimel, Eva
collection PubMed
description Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonological memory. However, we suggest an alternative explanation based on the observation that many times the items that are used in spans tasks are high-frequency items (e.g., digit words). We suggest that IDDs do not enjoy the benefit of item frequency to the same extent as controls, and thus their performance in span tasks is especially hampered. On the contrary, learning of repeated sequences was shown to be largely independent of item frequency, and therefore this type of learning may be unimpaired in dyslexia. To test both predictions, we used the Hebb-learning paradigm. We found that IDDs’ performance is especially poor compared to controls’ when high-frequency items are used, and that their repeated series learning does not differ from that of controls. Taken together with existing literature, our findings suggest that impaired learning of repeated series is not a core characteristic of dyslexia, and that the reports on reduced STM in dyslexia may to a large extent be explained by reduced benefit of item frequency.
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spelling pubmed-93599862022-08-10 Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia Kimel, Eva Lieder, Itay Ahissar, Merav Sci Rep Article Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonological memory. However, we suggest an alternative explanation based on the observation that many times the items that are used in spans tasks are high-frequency items (e.g., digit words). We suggest that IDDs do not enjoy the benefit of item frequency to the same extent as controls, and thus their performance in span tasks is especially hampered. On the contrary, learning of repeated sequences was shown to be largely independent of item frequency, and therefore this type of learning may be unimpaired in dyslexia. To test both predictions, we used the Hebb-learning paradigm. We found that IDDs’ performance is especially poor compared to controls’ when high-frequency items are used, and that their repeated series learning does not differ from that of controls. Taken together with existing literature, our findings suggest that impaired learning of repeated series is not a core characteristic of dyslexia, and that the reports on reduced STM in dyslexia may to a large extent be explained by reduced benefit of item frequency. Nature Publishing Group UK 2022-08-08 /pmc/articles/PMC9359986/ /pubmed/35941176 http://dx.doi.org/10.1038/s41598-022-16805-z Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Kimel, Eva
Lieder, Itay
Ahissar, Merav
Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
title Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
title_full Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
title_fullStr Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
title_full_unstemmed Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
title_short Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
title_sort repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9359986/
https://www.ncbi.nlm.nih.gov/pubmed/35941176
http://dx.doi.org/10.1038/s41598-022-16805-z
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