Yafit Gabay|Erik D. Thiessen|Lori L. Holt
Impaired Statistical Learning in Developmental Dyslexia
Carnegie Mellon University|Carnegie Mellon University|Carnegie Mellon University
developmental dyslexia dd commonly thought arise phonological impairments however emerging perspective general procedural learning deficit specific phonological processing may underlie dd current study examined individuals dd capable extracting statistical regularities across sequences passively experienced speech nonspeech sounds statistical learning believed domaingeneral draw upon procedural learning systems relate language outcomesdd control groups familiarized continuous stream syllables sinewave tones ordering defined high low transitional probabilities across adjacent stimulus pairs participants subsequently judged two 3stimulus test items either high low statistical coherence similar sounds heard familiarizationas control participants dd group sensitive transitional probability structure familiarization materials evidenced abovechance performance however performance participants dd significantly poorer controls across linguistic nonlinguistic stimuli addition readingrelated measures significantly correlated statistical learning performance speech nonspeech materialresults discussed light procedural learning impairments among participants dd