Implicit Learning Processes of Compensated Dyslexic and Skilled Adult Readers

Abstract

This article presents preliminary results from two implicit learning tasks (linguistic and nonlinguistic) aimed at ascertaining whether or not compensated adult dyslexic readers have a deficit in implicit learning. The dyslexic readers and a control group were compared on measures of accuracy and reaction time. In addition, EEG measures were obtained. Initial results suggest that dyslexic readers do in fact have a deficit in implicit learning, evidenced by differences in accuracy and the P300 component, and that this deficit is more pronounced when the task at hand is linguistic.

ACKNOWLEDGMENT

This study presents preliminary results that are part of the author's doctoral thesis.

Notes

Hedva Meiri is grateful to the Azrieli Foundation for the award of an Azrieli Fellowship and to the Edmond J. Safra Philanthropic Foundation for its support of this research.