Psychological Development and Education ›› 2008, Vol. 24 ›› Issue (1): 101-105.

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Evidence for Skill-Automatization in Dyslexia

LI Hong1,2, SHU Hua1,2, XUE Jing2, YANG Jian-feng2   

  1. 1. Beijing Key Lab of Applied Experimental Psychology, School of psychology, Beijing Normal University, Beijing 100875;
    2. State Key Lab for Cognitive Neuroscience and Learning, Beijing Normal University, Beijng 100875
  • Online:2008-01-15 Published:2008-01-15

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Abstract: This study examined dyslexia automatization deficit hypothesis using the serial reaction time(SRT) task.41 dyslexic and 41 age and IQ matched normal readers in the fifth and the sixth graders were assessed by a visuomotor sequence learning task with both random and sequence trials.Implicit learning was measured by comparing reaction time to the sequence against reaction time to a random display.Result indicated that although the dyslexic group was slower overall than the control group,contrary to the expectation of the automatization deficit theory,Chinese dyslexia children demonstrated significant sequence-specific reaction time decrement as well as those normal readers.This result suggested that automatic skill learning was intact in Chinese dyslexic individuals.

Key words: dyslexia, automatization deficit, serial reaction time

CLC Number: 

  • G442
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