Merel van Witteloostuijn|Paul Boersma|Frank Wijnen|Judith Rispens
Statistical learning abilities of children with dyslexia across three experimental paradigms
University of Amsterdam|University of Amsterdam|Utrecht University|University of Amsterdam
statistical learning sl difficulties suggested contribute linguistic nonlinguistic problems observed children dyslexia indeed studies demonstrated children dyslexia experience problems sl extent problems unclear aimed examine performance children without dyslexia across three distinct paradigms using offline measures thereby tapping different aspects sl 100 children without dyslexia aged 811 50 per group completed three sl tasks serial reaction time srt visual statistical learning vsl auditory nonadjacent dependency learning anadl learning measured online reaction times exposure tasks offline questions vsl anadl tasks find significant learning effects three tasks conclude collapsing groups children sensitive statistical structures presented srt vsl anadl tasks significant interactions learning effect group found tasks cannot conclude whether children dyslexia perform differently sl tasks td peers results discussed light proposed sl deficit dyslexia