Sustained attention, not procedural learning, is a predictor of reading, language and arithmetic skills in children
The procedural deficit hypothesis claims that impaired procedural learning is a causal risk factor for developmental dyslexia and developmental language disorder. We investigated the relationships between measures of basic cognitive processes (declarative learning, procedural learning and attention)...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
| Published: |
Taylor & Francis
2020
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