Anna Samara|Markéta Caravolas
Artificial Grammar Learning in Dyslexic and Nondyslexic Adults: Implications for Orthographic Learning
University College London|Bangor University
potential implicit orthographic learning deficits investigated adults dyslexia artificial grammar learning paradigm served assess dyslexic typical readers ability exploit information chunk frequency letterposition patterns specific string similarity analogous constructs real orthographies also investigated whether implicit learning deficits dyslexia held letter strings experiment 1 symbol strings experiment 2 experiment 1 results indicated dyslexic adults mildly impaired memorizing letter strings although finding proved inconclusive stringent analysis data across experiments signs difficulty symbol string memorization experiment 2 experiment dyslexic nondyslexic readers comparably sensitive chunk frequencies showed reliable sensitivity letter shape position patterns string similarities findings challenge claim general learning deficit contributes literacy difficulties dyslexia