Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia
Abstract Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor p...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2022-08-01
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| Series: | Scientific Reports |
| Online Access: | https://doi.org/10.1038/s41598-022-16805-z |
| _version_ | 1811215621438832640 |
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| author | Eva Kimel Itay Lieder Merav Ahissar |
| author_facet | Eva Kimel Itay Lieder Merav Ahissar |
| author_sort | Eva Kimel |
| collection | DOAJ |
| description | Abstract Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonological memory. However, we suggest an alternative explanation based on the observation that many times the items that are used in spans tasks are high-frequency items (e.g., digit words). We suggest that IDDs do not enjoy the benefit of item frequency to the same extent as controls, and thus their performance in span tasks is especially hampered. On the contrary, learning of repeated sequences was shown to be largely independent of item frequency, and therefore this type of learning may be unimpaired in dyslexia. To test both predictions, we used the Hebb-learning paradigm. We found that IDDs’ performance is especially poor compared to controls’ when high-frequency items are used, and that their repeated series learning does not differ from that of controls. Taken together with existing literature, our findings suggest that impaired learning of repeated series is not a core characteristic of dyslexia, and that the reports on reduced STM in dyslexia may to a large extent be explained by reduced benefit of item frequency. |
| first_indexed | 2024-04-12T06:25:44Z |
| format | Article |
| id | doaj.art-32eafbb9034a4b9f8f69e569e3fd1766 |
| institution | Directory Open Access Journal |
| issn | 2045-2322 |
| language | English |
| last_indexed | 2024-04-12T06:25:44Z |
| publishDate | 2022-08-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj.art-32eafbb9034a4b9f8f69e569e3fd17662022-12-22T03:44:10ZengNature PortfolioScientific Reports2045-23222022-08-0112111610.1038/s41598-022-16805-zRepeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexiaEva Kimel0Itay Lieder1Merav Ahissar2The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of JerusalemThe Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of JerusalemThe Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of JerusalemAbstract Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonological memory. However, we suggest an alternative explanation based on the observation that many times the items that are used in spans tasks are high-frequency items (e.g., digit words). We suggest that IDDs do not enjoy the benefit of item frequency to the same extent as controls, and thus their performance in span tasks is especially hampered. On the contrary, learning of repeated sequences was shown to be largely independent of item frequency, and therefore this type of learning may be unimpaired in dyslexia. To test both predictions, we used the Hebb-learning paradigm. We found that IDDs’ performance is especially poor compared to controls’ when high-frequency items are used, and that their repeated series learning does not differ from that of controls. Taken together with existing literature, our findings suggest that impaired learning of repeated series is not a core characteristic of dyslexia, and that the reports on reduced STM in dyslexia may to a large extent be explained by reduced benefit of item frequency.https://doi.org/10.1038/s41598-022-16805-z |
| spellingShingle | Eva Kimel Itay Lieder Merav Ahissar Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia Scientific Reports |
| title | Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia |
| title_full | Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia |
| title_fullStr | Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia |
| title_full_unstemmed | Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia |
| title_short | Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia |
| title_sort | repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia |
| url | https://doi.org/10.1038/s41598-022-16805-z |
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