The existing literature on developmental dyslexia (hereafter: dyslexia) often focuses on isolating cognitive skills which differ across dyslexic and control participants. Among potential correlates, previous research has studied group differences between dyslexic and control participants in performance on statistical learning tasks. A statistical learning deficit has been proposed to be a potential cause and/or a marker effect for early detection of dyslexia. It is therefore of practical importance to evaluate the evidence for a group difference. From a theoretical perspective, such a group difference would provide information about the causal chain from statistical learning to reading acquisition. We provide a systematic review of the literature on such a group difference. We conclude that there is insufficient high-quality data to draw conclusions about the presence or absence of an effect.

Statistical learning and dyslexia: a systematic review

SCHMALZ, XENIA;ALTOE', GIANMARCO;MULATTI, CLAUDIO
2017

Abstract

The existing literature on developmental dyslexia (hereafter: dyslexia) often focuses on isolating cognitive skills which differ across dyslexic and control participants. Among potential correlates, previous research has studied group differences between dyslexic and control participants in performance on statistical learning tasks. A statistical learning deficit has been proposed to be a potential cause and/or a marker effect for early detection of dyslexia. It is therefore of practical importance to evaluate the evidence for a group difference. From a theoretical perspective, such a group difference would provide information about the causal chain from statistical learning to reading acquisition. We provide a systematic review of the literature on such a group difference. We conclude that there is insufficient high-quality data to draw conclusions about the presence or absence of an effect.
2017
File in questo prodotto:
File Dimensione Formato  
Schmalz_et_al_2017_Article_StatisticalLearningAndDyslexia.pdf

non disponibili

Tipologia: Published (publisher's version)
Licenza: Accesso privato - non pubblico
Dimensione 620.79 kB
Formato Adobe PDF
620.79 kB Adobe PDF Visualizza/Apri   Richiedi una copia
Statistical+learning+and+dyslexia_Preprint2017.pdf

accesso aperto

Tipologia: Preprint (submitted version)
Licenza: Accesso libero
Dimensione 213.92 kB
Formato Adobe PDF
213.92 kB Adobe PDF Visualizza/Apri
Pubblicazioni consigliate

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/3229070
Citazioni
  • ???jsp.display-item.citation.pmc??? 21
  • Scopus 62
  • ???jsp.display-item.citation.isi??? 56
social impact