Does Similarity Affect Sequential Learning in the Artificial Grammar Learning Task? Comparing Individuals With Developmental Dyslexia and Regular Readers

• In Event: Poster Session 2
  In Poster Session: Using, Integrating, and Evaluating Information

Abstract

The study aims to investigate sequential learning (SL) among adults with developmental dyslexia (DD) using artificial grammar learning task (AGLT). This study focuses on the role of similarity on the performance of two groups (regular readers and individuals with DD) in AGLT using two modalities (visual and auditory). The results of four experiments showed a clear deficit in all tasks among individuals with DD. Moreover, while similarity effects were found for both groups in the visual task, no such effects were found among the DD participants in the auditory task. These results support previous studies which pointed to a deficit in SL among individuals with DD, and suggest that this deficit is more pronounced in the auditory stimuli.

Authors

• Shani Kahta, Bar-Ilan University, Mandel Leadership Institute

• Rachel Schiff, Bar-Ilan University