Elise de Bree|Josje Verhagen
Statistical learning in children with a family risk of dyslexia
Netherlands Youth Institute|Utrecht University|University of Amsterdam
assumption statistical learning affected dyslexia generally evaluated children adults diagnosed dyslexia preliterate children family risk fr dyslexia study fourtofiveyearold fr children n 25 nofr children n 33 completed tasks emerging literacy phoneme awareness ran also performed online nonadjacent dependency learning nadl task based serial reaction time srt task paradigm childrens accuracy hits signal sensitivity reaction times measured fr group performed marginally poorly phoneme awareness significantly poorly ran nofr group regarding nadl outcomes results less straightforward data suggested successful statistical learning groups indicated hit reaction time curves found however fr group less accurate slower task nofr group furthermore unlike nofr group performance fr group varied function specific stimulus presented taken together findings fail show robust difference statistical learning children without fr dyslexia preschool age line earlier work older children adults dyslexia