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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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Nature Publishing Group UK
2022
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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. |
format | Online Article Text |
id | pubmed-9359986 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Nature Publishing Group UK |
record_format | MEDLINE/PubMed |
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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