Thesis

Associative implicit learning in adult dyslexic readers

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Awarding institution
  • University of Strathclyde
Date of award
  • 2013
Thesis identifier
  • T13533
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Abstract
  • This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties.
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DOI
Date Created
  • 2013
Former identifier
  • 996791

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