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|Title: ||Developmental dyslexia and implicit learning in childhood: evidence using the artificial grammar learning paradigm|
|Authors: ||Pavlidou, Elpis V.|
|Supervisor(s): ||Williams, Joanne|
|Issue Date: ||2-Jul-2010|
|Publisher: ||The University of Edinburgh|
|Abstract: ||This thesis explores implicit learning in children with developmental dyslexia.
While specific cognitive abilities such as phonology and memory have been
extensively explored in developmental dyslexia more global, fundamental abilities
are rarely studied. A literature review is reported, which indicates that there is a gap
in the study of more generic abilities highlighting at the same time, the need of
investigating developmental dyslexia in the kind of contemporary context that
learning literature provides.
Implicit learning seems a suitable paradigm case to explore global abilities in
developmental dyslexia since there have been suggestions that learning becomes
more implicit in nature after explicit instruction. Based on the proposed relationship
between implicit learning and reading, it is argued that impairments in the
mechanisms of implicit learning could mediate selective weaknesses in reading
performance in developmental dyslexia. The present thesis tests this argument in a
series of three studies that are composed of five linked experiments.
Together the three studies reported in the present thesis provide evidence for the
implicit learning abilities in children with and without developmental dyslexia. The
results suggest that while implicit learning abilities are found intact in typically
developing children, children with developmental dyslexia on the other hand, might
be facing an implicit learning deficit that could affect their reading performance and
inhibit them from reaching their full learning potential.|
|Keywords: ||developmental dyslexia|
artificial grammar learning
|Appears in Collections:||Moray House PhD thesis collection|
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