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Linking serial-order learning and language: Evidence from reading (disability)| old_uid | 15336 |
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| title | Linking serial-order learning and language: Evidence from reading (disability) |
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| start_date | 2015/03/20 |
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| schedule | 11h-12h |
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| online | no |
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| summary | Hebb repetition learning (HRL), a paradigmatic example of long-term serial-order learning, was hypothesized to provide a laboratory analogue for the processes involved in naturalistic word-form acquisition (Page & Norris, 2008). I’ll discuss experimental evidence showing that verbal HRL (e.g., of the nine-item CV sequence “ri-zo-bu_ni-li-na_sa-ba-du”) indeed results in representations in the mental lexicon that are functionally similar to those of newly learned words (e.g., in this case, the novel "words" rizobu, nilina and sabadu). Furthermore I’ll present the results of a dyslexia study as well as a longitudinal study in early readers, which evidence a contribution of serial-order learning to reading. In the dyslexia study we demonstrated that adults with dyslexia are fundamentally impaired in serial-order learning and show less robust lexicalization of the newly acquired word forms. Dyslexic and control participants do, however, show comparable consolidation, suggesting that the representations that are eventually learned seem to stand the test of time rather well. In the same vein, the results of the developmental study indicate weaker HRL in early readers with poor reading skills. We further observed small but significant correlations between reading performance and the magnitude of HRL. Despite the finding that the Hebb task did not prove to be a useful tool for predicting individual differences in later reading skills, our results do stress the importance of long-term serial-order learning in reading development by showing that HRL explains unique variance in reading performance, above and beyond phonological awareness. |
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| responsibles | Pélissier |
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