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Marinelli CV, Martelli M, Zoccolotti P. Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders? Cogn Neuropsychol 2024; 41:93-112. [PMID: 39295228 DOI: 10.1080/02643294.2024.2393447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Revised: 08/12/2024] [Accepted: 08/12/2024] [Indexed: 09/21/2024]
Abstract
We critically examine the procedural deficit hypothesis (PDH) that proposes that a deficit in procedural (as opposed to declarative) learning underlies dyslexia and other developmental disorders. We first note that the existence of dissociated learning disorders (and multiple forms for each disorder) appears incompatible with a general deficit account. Moreover, the PDH formulation appears generally underspecified in terms of predictions to be tested. A particular focus is on the conceptualization of automatization. However, there are alternative views of automaticity, and comparing these different views helps frame the body of findings on the PDH. The insufficient PDH specification led to tasks touching on different skills and selecting target groups based on general diagnostic categories. Accordingly, several recent reviews and meta-analyses reported mixed patterns of findings and reached contradictory conclusions on the PDH. We propose avenues for future research to effectively examine the role of PDH in learning and other developmental disorders.
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Affiliation(s)
- Chiara Valeria Marinelli
- Cognitive and Affective Neuroscience Laboratory, Department of Humanities, Letters, Cultural Heritage and Educational Studies, Foggia University, Foggia, Italy
| | - Marialuisa Martelli
- Department of Psychology, Sapienza University of Rome, Rome, Italy
- Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Rome, Italy
- Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
- Tuscany Rehabilitation Clinic, Montevarchi, Italy
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2
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Nissan N, Hertz U, Shahar N, Gabay Y. Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2023; 19:6. [PMID: 36941632 PMCID: PMC10029183 DOI: 10.1186/s12993-023-00207-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2022] [Accepted: 01/26/2023] [Indexed: 03/23/2023]
Abstract
BACKGROUND Theoretical models posit abnormalities in cortico-striatal pathways in two of the most common neurodevelopmental disorders (Developmental dyslexia, DD, and Attention deficit hyperactive disorder, ADHD), but it is still unclear what distinct cortico-striatal dysfunction might distinguish language disorders from others that exhibit very different symptomatology. Although impairments in tasks that depend on the cortico-striatal network, including reinforcement learning (RL), have been implicated in both disorders, there has been little attempt to dissociate between different types of RL or to compare learning processes in these two types of disorders. The present study builds upon prior research indicating the existence of two learning manifestations of RL and evaluates whether these processes can be differentiated in language and attention deficit disorders. We used a two-step RL task shown to dissociate model-based from model-free learning in human learners. RESULTS Our results show that, relative to neurotypicals, DD individuals showed an impairment in model-free but not in model-based learning, whereas in ADHD the ability to use both model-free and model-based learning strategies was significantly compromised. CONCLUSIONS Thus, learning impairments in DD may be linked to a selective deficit in the ability to form action-outcome associations based on previous history, whereas in ADHD some learning deficits may be related to an incapacity to pursue rewards based on the tasks' structure. Our results indicate how different patterns of learning deficits may underlie different disorders, and how computation-minded experimental approaches can differentiate between them.
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Affiliation(s)
- Noyli Nissan
- Department of Special Education, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, 199 Abba Khoushy Ave, Haifa, Israel
| | - Uri Hertz
- Department of Cognitive Sciences, University of Haifa, Haifa, Israel
| | - Nitzan Shahar
- The School of Psychological Sciences, Tel Aviv University, Tel Aviv, Israel
- Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel
| | - Yafit Gabay
- Department of Special Education, University of Haifa, Haifa, Israel.
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, 199 Abba Khoushy Ave, Haifa, Israel.
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3
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Can adults with developmental dyslexia apply statistical knowledge to a new context? Cogn Process 2023; 24:129-145. [PMID: 36344856 DOI: 10.1007/s10339-022-01106-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2021] [Accepted: 07/18/2022] [Indexed: 11/09/2022]
Abstract
We investigated transfer of artificial grammar learning in adults with and without dyslexia in 3 experiments. In Experiment 1, participants implicitly learned an artificial grammar system and were tested on new items that included the same symbols. In Experiment 2, participants were given practice with letter strings and then tested on strings created with a different letter set. In Experiment 3, participants were given practice with shapes and then tested on strings created with different shapes. Results show that in Experiment 1, both groups demonstrated utilization of pre-trained instances in the subsequent grammaticality judgement task, while in Experiments 2 (orthographic) and 3 (nonorthographic), only typically developed participants demonstrated application of knowledge from training to test. A post hoc analysis comparing between the experiments suggests that being trained and tested on an orthographic task leads to better performance than a nonorthographic task among typically developed adults but not among adults with dyslexia. Taken together, it appears that following extensive training, individuals with dyslexia are able to form stable representations from sequential stimuli and use them in a subsequent task that utilizes strings of similar symbols. However, the manipulation of the symbols challenges this ability.
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4
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A failure of sleep-dependent consolidation of visuoperceptual procedural learning in young adults with ADHD. Transl Psychiatry 2022; 12:499. [PMID: 36460644 PMCID: PMC9718731 DOI: 10.1038/s41398-022-02239-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 10/18/2022] [Accepted: 10/27/2022] [Indexed: 12/04/2022] Open
Abstract
ADHD has been associated with cortico-striatal dysfunction that may lead to procedural memory abnormalities. Sleep plays a critical role in consolidating procedural memories, and sleep problems are an integral part of the psychopathology of ADHD. This raises the possibility that altered sleep processes characterizing those with ADHD could contribute to their skill-learning impairments. On this basis, the present study tested the hypothesis that young adults with ADHD have altered sleep-dependent procedural memory consolidation. Participants with ADHD and neurotypicals were trained on a visual discrimination task that has been shown to benefit from sleep. Half of the participants were tested after a 12-h break that included nocturnal sleep (sleep condition), whereas the other half were tested after a 12-h daytime break that did not include sleep (wakefulness condition) to assess the specific contribution of sleep to improvement in task performance. Despite having a similar degree of initial learning, participants with ADHD did not improve in the visual discrimination task following a sleep interval compared to neurotypicals, while they were on par with neurotypicals during the wakefulness condition. These findings represent the first demonstration of a failure in sleep-dependent consolidation of procedural learning in young adults with ADHD. Such a failure is likely to disrupt automatic control routines that are normally provided by the non-declarative memory system, thereby increasing the load on attentional resources of individuals with ADHD.
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5
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Cognitive mechanisms of statistical learning and segmentation of continuous sensory input. Mem Cognit 2021; 50:979-996. [PMID: 34964955 PMCID: PMC9209387 DOI: 10.3758/s13421-021-01264-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/04/2021] [Indexed: 11/19/2022]
Abstract
Two classes of cognitive mechanisms have been proposed to explain segmentation of continuous sensory input into discrete recurrent constituents: clustering and boundary-finding mechanisms. Clustering mechanisms are based on identifying frequently co-occurring elements and merging them together as parts that form a single constituent. Bracketing (or boundary-finding) mechanisms work by identifying rarely co-occurring elements that correspond to the boundaries between discrete constituents. In a series of behavioral experiments, I tested which mechanisms are at play in the visual modality both during segmentation of a continuous syllabic sequence into discrete word-like constituents and during recognition of segmented constituents. Additionally, I explored conscious awareness of the products of statistical learning—whole constituents versus merged clusters of smaller subunits. My results suggest that both online segmentation and offline recognition of extracted constituents rely on detecting frequently co-occurring elements, a process likely based on associative memory. However, people are more aware of having learnt whole tokens than of recurrent composite clusters.
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6
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Kharbat FF, Alshawabkeh A, Woolsey ML. Identifying gaps in using artificial intelligence to support students with intellectual disabilities from education and health perspectives. ASLIB J INFORM MANAG 2020. [DOI: 10.1108/ajim-02-2020-0054] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeStudents with developmental/intellectual disabilities (ID/DD) often have serious health issues that require additional medical care and supervision. Serious health issues also mean increased absence and additional lags in academic achievement and development of adaptive and social skills. The incorporation of artificial intelligence in the education of a child with ID/DD could ameliorate the educational, adaptive and social skill gaps that occur as a direct result of persistent health problems.Design/methodology/approachThe literature regarding the use of artificial intelligence in education for students with ID/DD was collected systematically from international online databases based on specific inclusion and exclusion criteria. The collected articles were analyzed deductively, looking for the different gaps in the domain. Based on the literature, an artificial intelligence–based architecture is proposed and sketched.FindingsThe findings show that there are many gaps in supporting students with ID/DD through the utilization of artificial intelligence. Given that the majority of students with ID/DD often have serious and chronic and comorbid health conditions, the potential use of health information in artificial intelligence is even more critical. Therefore, there is a clear need to develop a system that facilitates communication and access to health information for students with ID/DD, one that provides information to caregivers and education providers, limits errors, and, therefore, improves these individuals' education and quality of life.Practical implicationsThis review highlights the gap in the current literature regarding using artificial intelligence in supporting the education of students with ID/DD. There is an urgent need for an intelligent system in collaboration with the updated health information to improve the quality of services submitted for people with intellectual disabilities and as a result improving their quality of life.Originality/valueThis study contributes to the literature by highlighting the gaps in incorporating artificial intelligence and its service to individuals with ID/DD. The research additionally proposes a solution based on the confounding variables of students’ health and individual characteristics. This solution will provide an automated information flow as a functional diagnostic and intervention tool for teachers, caregivers and parents. It could potentially improve the educational and practical outcomes for individuals with ID/DD and, ultimately, their quality of life.
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7
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Sanjeevan T, Cardy RE, Anagnostou E. Procedural Sequence Learning in Attention Deficit Hyperactivity Disorder: A Meta-Analysis. Front Psychol 2020; 11:560064. [PMID: 33192824 PMCID: PMC7655644 DOI: 10.3389/fpsyg.2020.560064] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2020] [Accepted: 09/10/2020] [Indexed: 11/13/2022] Open
Abstract
Previous literature proposes that the motor deficits in Attention Deficit Hyperactivity Disorder (ADHD) may be attributed to impairments of the procedural memory network, a long-term memory system involved in sensorimotor and cognitive skill development. A handful of studies have explored procedural sequence learning in ADHD, but findings have been inconsistent. A meta-analysis was conducted to begin to establish whether procedural sequence learning deficits exist in ADHD. The results of seven studies comprising 213 participants with ADHD and 257 participants with typical development (TD) generated an average standardized mean difference of 0.02 (CI95 -0.35, 0.39) that was not significant. Heterogeneity was significant across studies and could be partially attributed to the age of participants. We argue that procedural sequence learning appears to be preserved in ADHD and discuss potential explanations for and against this finding.
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Affiliation(s)
- Teenu Sanjeevan
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Robyn E. Cardy
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Evdokia Anagnostou
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Department of Paediatrics, Medical Sciences Building, University of Toronto, Toronto, ON, Canada
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8
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Ordin M, Polyanskaya L, Samuel AG. An evolutionary account of intermodality differences in statistical learning. Ann N Y Acad Sci 2020; 1486:76-89. [PMID: 33020959 DOI: 10.1111/nyas.14502] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 08/22/2020] [Accepted: 09/01/2020] [Indexed: 11/27/2022]
Abstract
The cognitive mechanisms underlying statistical learning are engaged for the purposes of speech processing and language acquisition. However, these mechanisms are shared by a wide variety of species that do not possess the language faculty. Moreover, statistical learning operates across domains, including nonlinguistic material. Ancient mechanisms for segmenting continuous sensory input into discrete constituents have evolved for general-purpose segmentation of the environment and been readopted for processing linguistic input. Linguistic input provides a rich set of cues for the boundaries between sequential constituents. Such input engages a wider variety of more specialized mechanisms operating on these language-specific cues, thus potentially reducing the role of conditional statistics in tokenizing a continuous linguistic stream. We provide an explicit within-subject comparison of the utility of statistical learning in language versus nonlanguage domains across the visual and auditory modalities. The results showed that in the auditory modality statistical learning is more efficient with speech-like input, while in the visual modality efficiency is higher with nonlanguage input. We suggest that the speech faculty has been important for individual fitness for an extended period, leading to the adaptation of statistical learning mechanisms for speech processing. This is not the case in the visual modality, in which linguistic material presents a less ecological type of sensory input.
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Affiliation(s)
- Mikhail Ordin
- BCBL - Basque Centre on Cognition, Brain and Language, San Sebastian, Spain.,Ikerbasque - Basque Foundation for Science, Bilbao, Spain
| | - Leona Polyanskaya
- BCBL - Basque Centre on Cognition, Brain and Language, San Sebastian, Spain
| | - Arthur G Samuel
- BCBL - Basque Centre on Cognition, Brain and Language, San Sebastian, Spain.,Ikerbasque - Basque Foundation for Science, Bilbao, Spain.,Psychology Department, Stony Brook University, New York, New York
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9
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Laasonen M, Lahti-Nuuttila P, Leppämäki S, Tani P, Wikgren J, Harno H, Oksanen-Hennah H, Pothos E, Cleeremans A, Dye MWG, Cousineau D, Hokkanen L. Project DyAdd: Non-linguistic Theories of Dyslexia Predict Intelligence. Front Hum Neurosci 2020; 14:316. [PMID: 32922276 PMCID: PMC7456923 DOI: 10.3389/fnhum.2020.00316] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Accepted: 07/16/2020] [Indexed: 11/13/2022] Open
Abstract
Two themes have puzzled the research on developmental and learning disorders for decades. First, some of the risk and protective factors behind developmental challenges are suggested to be shared and some are suggested to be specific for a given condition. Second, language-based learning difficulties like dyslexia are suggested to result from or correlate with non-linguistic aspects of information processing as well. In the current study, we investigated how adults with developmental dyslexia or ADHD as well as healthy controls cluster across various dimensions designed to tap the prominent non-linguistic theories of dyslexia. Participants were 18–55-year-old adults with dyslexia (n = 36), ADHD (n = 22), and controls (n = 35). Non-linguistic theories investigated with experimental designs included temporal processing impairment, abnormal cerebellar functioning, procedural learning difficulties, as well as visual processing and attention deficits. Latent profile analysis (LPA) was used to investigate the emerging groups and patterns of results across these experimental designs. LPA suggested three groups: (1) a large group with average performance in the experimental designs, (2) participants predominantly from the clinical groups but with enhanced conditioning learning, and (3) participants predominantly from the dyslexia group with temporal processing as well as visual processing and attention deficits. Despite the presence of these distinct patterns, participants did not cluster very well based on their original status, nor did the LPA groups differ in their dyslexia or ADHD-related neuropsychological profiles. Remarkably, the LPA groups did differ in their intelligence. These results highlight the continuous and overlapping nature of the observed difficulties and support the multiple deficit model of developmental disorders, which suggests shared risk factors for developmental challenges. It also appears that some of the risk factors suggested by the prominent non-linguistic theories of dyslexia relate to the general level of functioning in tests of intelligence.
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Affiliation(s)
- Marja Laasonen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.,Department of Otorhinolaryngology and Phoniatrics - Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Pekka Lahti-Nuuttila
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.,Department of Otorhinolaryngology and Phoniatrics - Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Sami Leppämäki
- Department of Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Pekka Tani
- Department of Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Jan Wikgren
- Department of Psychology, Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Hanna Harno
- Clinical Neurosciences, Department of Neurology, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Henna Oksanen-Hennah
- Pediatric Neuropsychiatric Unit, Department of Child Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Emmanuel Pothos
- Department of Psychology, City University of London, London, United Kingdom
| | - Axel Cleeremans
- Center for Research in Cognition & Neurosciences, Université libre de Bruxelles, Brussels, Belgium
| | - Matthew W G Dye
- National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, United States
| | - Denis Cousineau
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Laura Hokkanen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
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10
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Thiede A, Parkkonen L, Virtala P, Laasonen M, Mäkelä J, Kujala T. Neuromagnetic speech discrimination responses are associated with reading-related skills in dyslexic and typical readers. Heliyon 2020; 6:e04619. [PMID: 32904386 PMCID: PMC7452546 DOI: 10.1016/j.heliyon.2020.e04619] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Revised: 06/09/2020] [Accepted: 07/30/2020] [Indexed: 11/28/2022] Open
Abstract
Poor neural speech discrimination has been connected to dyslexia, and may represent phonological processing deficits that are hypothesized to be the main cause for reading impairments. Thus far, neural speech discrimination impairments have rarely been investigated in adult dyslexics, and even less by examining sources of neuromagnetic responses. We compared neuromagnetic speech discrimination in dyslexic and typical readers with mismatch fields (MMF) and determined the associations between MMFs and reading-related skills. We expected weak and atypically lateralized MMFs in dyslexic readers, and positive associations between reading-related skills and MMF strength. MMFs were recorded to a repeating pseudoword /ta-ta/ with occasional changes in vowel identity, duration, or syllable frequency from 43 adults, 21 with confirmed dyslexia. Phonetic (vowel and duration) changes elicited left-lateralized MMFs in the auditory cortices. Contrary to our hypothesis, MMF source strengths or lateralization did not differ between groups. However, better verbal working memory was associated with stronger left-hemispheric MMFs to duration changes across groups, and better reading was associated with stronger right-hemispheric late MMFs across speech-sound changes in dyslexic readers. This suggests a link between neural speech processing and reading-related skills, in line with previous work. Furthermore, our findings suggest a right-hemispheric compensatory mechanism for language processing in dyslexia. The results obtained promote the use of MMFs in investigating reading-related brain processes.
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Affiliation(s)
- A. Thiede
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
| | - L. Parkkonen
- Department of Neuroscience and Biomedical Engineering, School of Science, Aalto University, Finland
- Aalto Neuroimaging, Aalto University, Finland
| | - P. Virtala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
| | - M. Laasonen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
- Department of Phoniatrics, Helsinki University Hospital, Finland
| | - J.P. Mäkelä
- BioMag Laboratory, HUS Medical Imaging Center, Helsinki University Central Hospital, Finland
| | - T. Kujala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
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11
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Ortiz A, Martinez-Murcia FJ, Luque JL, Giménez A, Morales-Ortega R, Ortega J. Dyslexia Diagnosis by EEG Temporal and Spectral Descriptors: An Anomaly Detection Approach. Int J Neural Syst 2020; 30:2050029. [PMID: 32496139 DOI: 10.1142/s012906572050029x] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
Diagnosis of learning difficulties is a challenging goal. There are huge number of factors involved in the evaluation procedure that present high variance among the population with the same difficulty. Diagnosis is usually performed by scoring subjects according to results obtained in different neuropsychological (performance-based) tests specifically designed to this end. One of the most frequent disorders is developmental dyslexia (DD), a specific difficulty in the acquisition of reading skills not related to mental age or inadequate schooling. Its prevalence is estimated between 5% and 12% of the population. Traditional tests for DD diagnosis aim to measure different behavioral variables involved in the reading process. In this paper, we propose a diagnostic method not based on behavioral variables but on involuntary neurophysiological responses to different auditory stimuli. The experiments performed use electroencephalography (EEG) signals to analyze the temporal behavior and the spectral content of the signal acquired from each electrode to extract relevant (temporal and spectral) features. Moreover, the relationship of the features extracted among electrodes allows to infer a connectivity-like model showing brain areas that process auditory stimuli in a synchronized way. Then an anomaly detection system based on the reconstruction residuals of an autoencoder using these features has been proposed. Hence, classification is performed by the proposed system based on the differences in the resulting connectivity models that have demonstrated to be a useful tool for differential diagnosis of DD as well as a method to step towards gaining a better knowledge of the brain processes involved in DD. The results corroborate that nonspeech stimulus modulated at specific frequencies related to the sampling processes developed in the brain to capture rhymes, syllables and phonemes produces effects in specific frequency bands that differentiate between controls and DD subjects. The proposed method showed relatively high sensitivity above 0.6, and up to 0.9 in some of the experiments.
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Affiliation(s)
- Andrés Ortiz
- Department of Communications Engineering, University of Malaga, Campus de Teatinos s/n, 29071 Malaga, Spain.,Andalusian Research Institute in Data Science and Computational Intelligence (DaSCI), University of Granada, C/Periodista Daniel Saucedo Aranda s/n, 18071 Granada, Spain
| | - Francisco J Martinez-Murcia
- Department of Communications Engineering, University of Malaga, Campus de Teatinos s/n, 29071 Malaga, Spain.,Andalusian Research Institute in Data Science and Computational Intelligence (DaSCI), University of Granada, C/Periodista Daniel Saucedo Aranda s/n, 18071 Granada, Spain
| | - Juan L Luque
- Department of Developmental and Educational Psychology, University of Malaga, Campus de Teatinos s/n, 29071 Malaga, Spain
| | - Almudena Giménez
- Department of Basic Psychology, Faculty of Psychology, University of Malaga, Campus de Teatinos s/n, 29071 Malaga, Spain
| | - Roberto Morales-Ortega
- Department of Computer Architecture and Technology, University of Granada, Periodista Daniel Saucedo Aranda, 18071 Granada, Spain
| | - Julio Ortega
- Department of Computer Architecture and Technology, University of Granada, Periodista Daniel Saucedo Aranda, 18071 Granada, Spain
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12
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Jiménez L, Mendes Oliveira H, Soares AP. Surface features can deeply affect artificial grammar learning. Conscious Cogn 2020; 80:102919. [DOI: 10.1016/j.concog.2020.102919] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2019] [Revised: 01/14/2020] [Accepted: 03/12/2020] [Indexed: 10/24/2022]
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13
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Capri T, Santoddi E, Fabio RA. Multi-Source Interference Task paradigm to enhance automatic and controlled processes in ADHD. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 97:103542. [PMID: 31812886 DOI: 10.1016/j.ridd.2019.103542] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 10/29/2019] [Accepted: 11/04/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The role of automatic and controlled processes in children with Attention deficit hyperactivity disorder (ADHD) has recently been debated. Most theories on ADHD assume that core deficits are related to controlled processes and executive function. AIMS The main aim of the present study is to examine automatic and controlled attention in children with ADHD, compared to TD subjects. METHODS AND PROCEDURES Twenty ADHD-I children, 20 with ADHD-C and 20 typical developing children performed the Block-Formed Multi-Source Interference Task (MSIT) both in incongruent and congruent conditions. OUTCOME AND RESULTS Results show that clinical groups had a poorer performance than the TD group in both conditions. CONCLUSIONS AND IMPLICATIONS This study demonstrated that children with ADHD exhibit a deficit both in automatic and controlled processes.
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Affiliation(s)
- Tindara Capri
- Department of Clinical and Experimental Medicine, University of Messina, Via Bivona, 98100, Messina, Italy.
| | - Erika Santoddi
- Department of Clinical and Experimental Medicine, University of Messina, Via Bivona, 98100, Messina, Italy.
| | - Rosa Angela Fabio
- Department of Clinical and Experimental Medicine, University of Messina, Via Bivona, 98100, Messina, Italy.
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14
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McGrath LM, Stoodley CJ. Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies. J Neurodev Disord 2019; 11:31. [PMID: 31752659 PMCID: PMC6873566 DOI: 10.1186/s11689-019-9287-8] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Accepted: 10/04/2019] [Indexed: 01/18/2023] Open
Abstract
BACKGROUND Dyslexia and Attention-deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders (estimates of 25-40% bidirectional comorbidity). Previous work has identified strong genetic and cognitive overlap between the disorders, but neural overlap is relatively unexplored. This study is a systematic meta-analysis of existing voxel-based morphometry studies to determine whether there is any overlap in the gray matter correlates of both disorders. METHODS We conducted anatomic likelihood estimate (ALE) meta-analyses of voxel-based morphometry studies in which individuals with dyslexia (15 studies; 417 cases, 416 controls) or ADHD (22 studies; 898 cases, 763 controls) were compared to typically developing controls. We generated ALE maps for dyslexia vs. controls and ADHD vs. controls using more conservative (p < .001, k = 50) and more lenient (p < .005, k = 50) thresholds. To determine the overlap of gray matter correlates of dyslexia and ADHD, we examined the statistical conjunction between the ALE maps for dyslexia vs. controls and ADHD vs. controls (false discovery rate [FDR] p < .05, k = 50, 5000 permutations). RESULTS Results showed largely distinct gray matter differences associated with dyslexia and ADHD. There was no evidence of statistically significant gray matter overlap at our conservative threshold, and only one region of overlap in the right caudate at our more lenient threshold. Reduced gray matter in the right caudate may be relevant to shared cognitive correlates in executive functioning and/or procedural learning. The more general finding of largely distinct regional differences in gray matter between dyslexia and ADHD suggests that other neuroimaging modalities may be more sensitive to overlapping neural correlates, and that current neuroimaging recruitment approaches may be hindering progress toward uncovering neural systems associated with comorbidity. CONCLUSIONS The current study is the first to meta-analyze overlap between gray matter differences in dyslexia and ADHD, which is a critical step toward constructing a multi-level understanding of this comorbidity that spans the genetic, neural, and cognitive levels of analysis.
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Affiliation(s)
- Lauren M. McGrath
- Department of Psychology, University of Denver, Frontier Hall, 2155 S. Race St., Denver, CO 80208 USA
| | - Catherine J. Stoodley
- Department of Psychology and Center for Behavioral Neuroscience, American University, Washington, DC USA
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15
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van Witteloostuijn M, Boersma P, Wijnen F, Rispens J. Statistical learning abilities of children with dyslexia across three experimental paradigms. PLoS One 2019; 14:e0220041. [PMID: 31381565 PMCID: PMC6681947 DOI: 10.1371/journal.pone.0220041] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Accepted: 07/08/2019] [Indexed: 12/03/2022] Open
Abstract
Statistical learning (SL) difficulties have been suggested to contribute to the linguistic and non-linguistic problems observed in children with dyslexia. Indeed, studies have demonstrated that children with dyslexia experience problems with SL, but the extent of the problems is unclear. We aimed to examine the performance of children with and without dyslexia across three distinct paradigms using both on- and offline measures, thereby tapping into different aspects of SL. 100 children with and without dyslexia (aged 8-11, 50 per group) completed three SL tasks: serial reaction time (SRT), visual statistical learning (VSL), and auditory nonadjacent dependency learning (A-NADL). Learning was measured through online reaction times during exposure in all tasks, and through offline questions in the VSL and A-NADL tasks. We find significant learning effects in all three tasks, from which we conclude that, collapsing over groups, children are sensitive to the statistical structures presented in the SRT, VSL and A-NADL tasks. No significant interactions of learning effect with group were found in any of the tasks, so we cannot conclude whether or not children with dyslexia perform differently on the SL tasks than their TD peers. These results are discussed in light of the proposed SL deficit in dyslexia.
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Affiliation(s)
- Merel van Witteloostuijn
- University of Amsterdam, Amsterdam Center for Language and Communication, Amsterdam, The Netherlands
| | - Paul Boersma
- University of Amsterdam, Amsterdam Center for Language and Communication, Amsterdam, The Netherlands
| | - Frank Wijnen
- Utrecht University, Utrecht Institute of Linguistics OTS, Utrecht, The Netherlands
| | - Judith Rispens
- University of Amsterdam, Amsterdam Center for Language and Communication, Amsterdam, The Netherlands
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16
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West G, Clayton FJ, Shanks DR, Hulme C. Procedural and declarative learning in dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:246-255. [PMID: 31012175 DOI: 10.1002/dys.1615] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Revised: 12/12/2018] [Accepted: 03/21/2019] [Indexed: 06/09/2023]
Abstract
The procedural deficit hypothesis claims that impaired procedural learning is at least partly responsible for the deficits in learning to read seen in children with developmental dyslexia. This study used a reading ability-matched design to examine group differences in both procedural and declarative learning. Both children with dyslexia and typically developing children demonstrated procedural learning on a serial reaction time task, although learning in the typically developing group increased at a greater rate towards the end of the task compared with children with dyslexia. However, these results do not provide strong evidence for the procedural deficit hypothesis, because poorer procedural learning in the group with dyslexia may reflect impairments in motor learning, rather than sequence specific procedural learning. In addition, neither group showed a relationship between procedural learning and reading ability.
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Affiliation(s)
- Gillian West
- Department of Education, University of Oxford, Oxford, UK
| | | | - David R Shanks
- Department of Experimental Psychology, University College London, London, UK
| | - Charles Hulme
- Department of Education, University of Oxford, Oxford, UK
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17
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Kalra PB, Gabrieli JDE, Finn AS. Evidence of stable individual differences in implicit learning. Cognition 2019; 190:199-211. [PMID: 31103837 DOI: 10.1016/j.cognition.2019.05.007] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Revised: 05/06/2019] [Accepted: 05/07/2019] [Indexed: 11/15/2022]
Abstract
There is a fundamental psychological and neuropsychological distinction between explicit and implicit memory, and it has been proposed that whereas there are stable trait individual differences in explicit memory ability, there are not such differences across people for implicit learning. There is, however, little evidence about whether or not there are stable trait differences in implicit learning. Here we performed a test-retest reliability study with healthy young adults in which they performed four implicit learning tasks (artificial grammar learning, probabilistic classification, serial response, and implicit category learning) twice, about a week apart. We found medium (by Cohen's guidelines) test-retest reliability for three of the tasks: probabilistic classification, serial response, and implicit category learning, suggesting that differences in implicit learning ability are more stable than originally thought. In addition, implicit learning on all tasks was unrelated to explicit measures: we did not find any correlation between implicit learning measures and independent measures of IQ, working memory, or explicit learning ability. These findings indicate that implicit learning, like explicit learning, varies reliably across individuals.
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Affiliation(s)
- Priya B Kalra
- Waisman Center, University of Wisconsin-Madison, United States.
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, United States
| | - Amy S Finn
- Department of Psychology, University of Toronto, Canada
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18
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Singh S, Walk AM, Conway CM. Atypical predictive processing during visual statistical learning in children with developmental dyslexia: an event-related potential study. ANNALS OF DYSLEXIA 2018; 68:165-179. [PMID: 29907920 PMCID: PMC6390967 DOI: 10.1007/s11881-018-0161-2] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2016] [Accepted: 06/05/2018] [Indexed: 06/08/2023]
Abstract
Previous research suggests that individuals with developmental dyslexia perform below typical readers on non-linguistic cognitive tasks involving the learning and encoding of statistical-sequential patterns. However, the neural mechanisms underlying such a deficit have not been well examined. The aim of the present study was to investigate the event-related potential (ERP) correlates of sequence processing in a sample of children diagnosed with dyslexia using a non-linguistic visual statistical learning paradigm. Whereas the response time data suggested that both typical and atypical readers learned the statistical patterns embedded in the task, the ERP data suggested otherwise. Specifically, ERPs of the typically developing children (n = 12) showed a P300-like response indicative of learning, whereas the children diagnosed with a reading disorder (n = 8) showed no such ERP effects. These results may be due to intact implicit motor learning in the children with dyslexia but delayed attention-dependent predictive processing. These findings are consistent with other evidence suggesting that differences in statistical learning ability might underlie some of the reading deficits observed in developmental dyslexia.
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Affiliation(s)
- Sonia Singh
- Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA, 30302, USA.
| | - Anne M Walk
- Department of Kinesiology and Community Health, University of Illinois, 405 N. 900 S. Goodwin Ave, Urbana, IL, 61801, USA
| | - Christopher M Conway
- Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA, 30302, USA
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19
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Perera H, Shiratuddin MF, Wong KW. Review of EEG-based pattern classification frameworks for dyslexia. Brain Inform 2018; 5:4. [PMID: 29904812 PMCID: PMC6094381 DOI: 10.1186/s40708-018-0079-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2016] [Accepted: 04/18/2018] [Indexed: 12/04/2022] Open
Abstract
Dyslexia is a disability that causes difficulties in reading and writing despite average intelligence. This hidden disability often goes undetected since dyslexics are normal and healthy in every other way. Electroencephalography (EEG) is one of the upcoming methods being researched for identifying unique brain activation patterns in dyslexics. The aims of this paper are to examine pros and cons of existing EEG-based pattern classification frameworks for dyslexia and recommend optimisations through the findings to assist future research. A critical analysis of the literature is conducted focusing on each framework’s (1) data collection, (2) pre-processing, (3) analysis and (4) classification methods. A wide range of inputs as well as classification approaches has been experimented for the improvement in EEG-based pattern classification frameworks. It was uncovered that incorporating reading- and writing-related tasks to experiments used in data collection may help improve these frameworks instead of using only simple tasks, and those unwanted artefacts caused by body movements in the EEG signals during reading and writing activities could be minimised using artefact subspace reconstruction. Further, support vector machine is identified as a promising classifier to be used in EEG-based pattern classification frameworks for dyslexia.
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Affiliation(s)
- Harshani Perera
- School of Engineering and Information Technology, Murdoch University, Murdoch, Australia.
| | | | - Kok Wai Wong
- School of Engineering and Information Technology, Murdoch University, Murdoch, Australia
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20
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Laasonen M, Smolander S, Lahti-Nuuttila P, Leminen M, Lajunen HR, Heinonen K, Pesonen AK, Bailey TM, Pothos EM, Kujala T, Leppänen PHT, Bartlett CW, Geneid A, Lauronen L, Service E, Kunnari S, Arkkila E. Understanding developmental language disorder - the Helsinki longitudinal SLI study (HelSLI): a study protocol. BMC Psychol 2018; 6:24. [PMID: 29784061 PMCID: PMC5963016 DOI: 10.1186/s40359-018-0222-7] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2018] [Accepted: 03/06/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Developmental language disorder (DLD, also called specific language impairment, SLI) is a common developmental disorder comprising the largest disability group in pre-school-aged children. Approximately 7% of the population is expected to have developmental language difficulties. However, the specific etiological factors leading to DLD are not yet known and even the typical linguistic features appear to vary by language. We present here a project that investigates DLD at multiple levels of analysis and aims to make the reliable prediction and early identification of the difficulties possible. Following the multiple deficit model of developmental disorders, we investigate the DLD phenomenon at the etiological, neural, cognitive, behavioral, and psychosocial levels, in a longitudinal study of preschool children. METHODS In January 2013, we launched the Helsinki Longitudinal SLI study (HelSLI) at the Helsinki University Hospital ( http://tiny.cc/HelSLI ). We will study 227 children aged 3-6 years with suspected DLD and their 160 typically developing peers. Five subprojects will determine how the child's psychological characteristics and environment correlate with DLD and how the child's well-being relates to DLD, the characteristics of DLD in monolingual versus bilingual children, nonlinguistic cognitive correlates of DLD, electrophysiological underpinnings of DLD, and the role of genetic risk factors. Methods include saliva samples, EEG, computerized cognitive tasks, neuropsychological and speech and language assessments, video-observations, and questionnaires. DISCUSSION The project aims to increase our understanding of the multiple interactive risk and protective factors that affect the developing heterogeneous cognitive and behavioral profile of DLD, including factors affecting literacy development. This accumulated knowledge will form a heuristic basis for the development of new interventions targeting linguistic and non-linguistic aspects of DLD.
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Affiliation(s)
- Marja Laasonen
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Haartmaninkatu 4 E, 00029 HUS, POB 220 Helsinki, Finland
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | - Sini Smolander
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Haartmaninkatu 4 E, 00029 HUS, POB 220 Helsinki, Finland
- Research Unit of Logopedics, University of Oulu, Oulu, Finland
| | - Pekka Lahti-Nuuttila
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Haartmaninkatu 4 E, 00029 HUS, POB 220 Helsinki, Finland
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Miika Leminen
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Haartmaninkatu 4 E, 00029 HUS, POB 220 Helsinki, Finland
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Hanna-Reetta Lajunen
- HUS Medical Imaging Center, Clinical Neurophysiology, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Kati Heinonen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Anu-Katriina Pesonen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | | | | | - Teija Kujala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | | | - Christopher W. Bartlett
- Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children’s Hospital & The Ohio State University, Columbus, USA
| | - Ahmed Geneid
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Haartmaninkatu 4 E, 00029 HUS, POB 220 Helsinki, Finland
| | - Leena Lauronen
- Department of Clinical Neurophysiology, Hospital for Children and Adolescents, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Elisabet Service
- Centre for Advanced Research in Experimental and Applied Linguistics, Department of Linguistics and Languages, McMaster University, Hamilton, Canada
| | - Sari Kunnari
- Research Unit of Logopedics, University of Oulu, Oulu, Finland
| | - Eva Arkkila
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Haartmaninkatu 4 E, 00029 HUS, POB 220 Helsinki, Finland
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21
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Current perspectives on the cerebellum and reading development. Neurosci Biobehav Rev 2018; 92:55-66. [PMID: 29730484 DOI: 10.1016/j.neubiorev.2018.05.006] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 02/23/2018] [Accepted: 05/02/2018] [Indexed: 12/15/2022]
Abstract
The dominant neural models of typical and atypical reading focus on the cerebral cortex. However, Nicolson et al. (2001) proposed a model, the cerebellar deficit hypothesis, in which the cerebellum plays an important role in reading. To evaluate the evidence in support of this model, we qualitatively review the current literature and employ meta-analytic tools examining patterns of functional connectivity between the cerebellum and the cerebral reading network. We find evidence for a phonological circuit with connectivity between the cerebellum and a dorsal fronto-parietal pathway, and a semantic circuit with cerebellar connectivity to a ventral fronto-temporal pathway. Furthermore, both cerebral pathways have functional connections with the mid-fusiform gyrus, a region implicated in orthographic processing. Consideration of these circuits within the context of the current literature suggests the cerebellum is positioned to influence both phonological and word-based decoding procedures for recognizing unfamiliar printed words. Overall, multiple lines of research provide support for the cerebellar deficit hypothesis, while also highlighting the need for further research to test mechanistic hypotheses.
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22
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Inácio F, Faísca L, Forkstam C, Araújo S, Bramão I, Reis A, Petersson KM. Implicit sequence learning is preserved in dyslexic children. ANNALS OF DYSLEXIA 2018; 68:1-14. [PMID: 29616459 DOI: 10.1007/s11881-018-0158-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2017] [Accepted: 03/19/2018] [Indexed: 06/08/2023]
Abstract
This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups-one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.
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Affiliation(s)
- Filomena Inácio
- Cognitive Neuroscience Research Group, Center for Biomedical Research (CBMR), University of Algarve, Faro, Portugal.
| | - Luís Faísca
- Cognitive Neuroscience Research Group, Center for Biomedical Research (CBMR), University of Algarve, Faro, Portugal
| | - Christian Forkstam
- Cognitive Neuroscience Research Group, Center for Biomedical Research (CBMR), University of Algarve, Faro, Portugal
| | - Susana Araújo
- Faculdade de Psicologia and Center for Psychological Research, Universidade de Lisboa, Lisbon, Portugal
| | - Inês Bramão
- Cognitive Neuroscience Research Group, Center for Biomedical Research (CBMR), University of Algarve, Faro, Portugal
- Department of Psychology, Lund University, Lund, Sweden
| | - Alexandra Reis
- Cognitive Neuroscience Research Group, Center for Biomedical Research (CBMR), University of Algarve, Faro, Portugal
| | - Karl Magnus Petersson
- Cognitive Neuroscience Research Group, Center for Biomedical Research (CBMR), University of Algarve, Faro, Portugal
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
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23
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van Witteloostuijn M, Boersma P, Wijnen F, Rispens J. Visual artificial grammar learning in dyslexia: A meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 70:126-137. [PMID: 28934698 DOI: 10.1016/j.ridd.2017.09.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2016] [Revised: 08/09/2017] [Accepted: 09/09/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Literacy impairments in dyslexia have been hypothesized to be (partly) due to an implicit learning deficit. However, studies of implicit visual artificial grammar learning (AGL) have often yielded null results. AIMS The aim of this study is to weigh the evidence collected thus far by performing a meta-analysis of studies on implicit visual AGL in dyslexia. METHODS AND PROCEDURES Thirteen studies were selected through a systematic literature search, representing data from 255 participants with dyslexia and 292 control participants (mean age range: 8.5-36.8 years old). RESULTS If the 13 selected studies constitute a random sample, individuals with dyslexia perform worse on average than non-dyslexic individuals (average weighted effect size=0.46, 95% CI [0.14 … 0.77], p=0.008), with a larger effect in children than in adults (p=0.041; average weighted effect sizes 0.71 [sig.] versus 0.16 [non-sig.]). However, the presence of a publication bias indicates the existence of missing studies that may well null the effect. CONCLUSIONS AND IMPLICATIONS While the studies under investigation demonstrate that implicit visual AGL is impaired in dyslexia (more so in children than in adults, if in adults at all), the detected publication bias suggests that the effect might in fact be zero.
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Affiliation(s)
| | - Paul Boersma
- University of Amsterdam, Spuistraat 134, 1012 VB, Amsterdam, The Netherlands.
| | - Frank Wijnen
- Utrecht University, Trans 10, 3512 JK, Utrecht, The Netherlands.
| | - Judith Rispens
- University of Amsterdam, Spuistraat 134, 1012 VB, Amsterdam, The Netherlands.
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24
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Schiff R, Sasson A, Star G, Kahta S. The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults. ANNALS OF DYSLEXIA 2017; 67:333-355. [PMID: 29134484 DOI: 10.1007/s11881-017-0147-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2017] [Accepted: 08/09/2017] [Indexed: 06/07/2023]
Abstract
The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness.
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Affiliation(s)
- Rachel Schiff
- Learning Disabilities Studies, School of Education, Bar Ilan University, 5290002, Ramat-Gan, Israel.
- Haddad Center for Dyslexia and Learning Disabilities, Bar Ilan University, 5290002, Ramat-Gan, Israel.
| | - Ayelet Sasson
- Haddad Center for Dyslexia and Learning Disabilities, Bar Ilan University, 5290002, Ramat-Gan, Israel
| | - Galit Star
- Learning Disabilities Studies, School of Education, Bar Ilan University, 5290002, Ramat-Gan, Israel
| | - Shani Kahta
- Learning Disabilities Studies, School of Education, Bar Ilan University, 5290002, Ramat-Gan, Israel
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25
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Schmalz X, Altoè G, Mulatti C. Statistical learning and dyslexia: a systematic review. ANNALS OF DYSLEXIA 2017; 67:147-162. [PMID: 27766563 DOI: 10.1007/s11881-016-0136-0] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2016] [Accepted: 09/20/2016] [Indexed: 05/12/2023]
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.
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Affiliation(s)
- Xenia Schmalz
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy.
| | - Gianmarco Altoè
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy
| | - Claudio Mulatti
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy
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26
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Feedback-based probabilistic category learning is selectively impaired in attention/hyperactivity deficit disorder. Neurobiol Learn Mem 2017; 142:200-208. [PMID: 28478078 DOI: 10.1016/j.nlm.2017.04.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2016] [Revised: 04/02/2017] [Accepted: 04/25/2017] [Indexed: 11/20/2022]
Abstract
Although Attention-Deficit Hyperactivity Disorder (ADHD) is closely linked to executive function deficits, it has recently been attributed to procedural learning impairments that are quite distinct from the former. These observations challenge the ability of the executive function framework solely to account for the diverse range of symptoms observed in ADHD. A recent neurocomputational model emphasizes the role of striatal dopamine (DA) in explaining ADHD's broad range of deficits, but the link between this model and procedural learning impairments remains unclear. Significantly, feedback-based procedural learning is hypothesized to be disrupted in ADHD because of the involvement of striatal DA in this type of learning. In order to test this assumption, we employed two variants of a probabilistic category learning task known from the neuropsychological literature. Feedback-based (FB) and paired associate-based (PA) probabilistic category learning were employed in a non-medicated sample of ADHD participants and neurotypical participants. In the FB task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of the response. In the PA learning task, participants viewed the cue and its associated outcome simultaneously without receiving an overt response or corrective feedback. In both tasks, participants were trained across 150 trials. Learning was assessed in a subsequent test without a presentation of the outcome or corrective feedback. Results revealed an interesting disassociation in which ADHD participants performed as well as control participants in the PA task, but were impaired compared with the controls in the FB task. The learning curve during FB training differed between the two groups. Taken together, these results suggest that the ability to incrementally learn by feedback is selectively disrupted in ADHD participants. These results are discussed in relation to both the ADHD dopaminergic dysfunction model and recent findings implicating procedural learning impairments in those with ADHD.
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27
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Mourgues C, Tan M, Hein S, Ojanen E, Reich J, Lyytinen H, Grigorenko EL. Paired Associate Learning Tasks and their Contribution to Reading Skills. LEARNING AND INDIVIDUAL DIFFERENCES 2016; 46:54-63. [PMID: 27175054 DOI: 10.1016/j.lindif.2014.12.003] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Associative learning has been identified as one of several non-linguistic processes involved in reading acquisition. However, it has not been established whether it is an independent process that contributes to reading performance on its own or whether it is a process that is embedded in other linguistic skills (e.g., phonological awareness or phonological memory) and, therefore, contributing to reading performance indirectly. Research has shown that performance on tasks assessing associative learning, e.g., paired-associate learning (PAL) tasks, is lower in children with specific reading difficulties compared to typical readers. We explored the differential associations of two distinct verbal-visual PAL tasks (the Bala Bbala Graphogame, BBG, and a Foreign Language Learning Task, FLLT) with reading skills (word reading and pseudo-word decoding), controlling for phonological awareness, rapid naming, and letter and digit span in children at risk for reading disabilities and their typically developing peers. Our study sample consisted of 110 children living in rural Zambia, ranging in age from 7 to 18 years old (48.1% female). Multivariate analyses of covariance were used to explore the group differences in reading performance. Repeated-measures ANCOVA was used to examine children's learning across the PAL tasks. The differential relationships between both PAL tasks and reading performance were explored via structural equation modeling. The main result was that the children at risk for reading difficulties had lower performance on both PAL tasks. The BBG was a significant predictor for both word reading and pseudo-word decoding, whereas the FLLT-only for word reading. Performance on the FLLT partially mediated the association between phonological awareness and word reading. These results illustrate the partial independence of associative learning from other reading-related skills; the specifics of this relationship vary based on the type of PAL task administered.
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Affiliation(s)
| | | | | | | | - Jodi Reich
- Yale University, USA; Temple University, USA
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28
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Weigard A, Huang-Pollock C, Brown S. Evaluating the consequences of impaired monitoring of learned behavior in attention-deficit/hyperactivity disorder using a Bayesian hierarchical model of choice response time. Neuropsychology 2016; 30:502-15. [PMID: 26866345 PMCID: PMC4840080 DOI: 10.1037/neu0000257] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
OBJECTIVE Performance monitoring deficits have been proposed as a cognitive marker involved in the development of attention-deficit/hyperactivity disorder (ADHD), but it is unclear whether these deficits cause impairment when established action sequences conflict with environmental demands. The current study applies a novel data-analytic technique to a well-established sequence learning paradigm to investigate reactions to disruption of learned behavior in ADHD. METHOD Children (ages 8-12) with and without ADHD completed a serial reaction time task in which they implicitly learned an 8-item sequence of keypresses over 5 training blocks. The training sequence was replaced with a novel sequence in a transfer block, and returned in 2 subsequent recovery blocks. Response time (RT) data were fit by a Bayesian hierarchical version of the linear ballistic accumulator model, which permitted the dissociation of learning processes from performance monitoring effects on RT. RESULTS Sequence-specific learning on the task was reflected in the systematic reduction of the amount of evidence required to initiate a response, and was unimpaired in ADHD. When the novel sequence onset, typically developing children displayed a shift in their attentional state while children with ADHD did not, leading to worse subsequent performance compared to controls. CONCLUSIONS Children with ADHD are not impaired in learning novel action sequences, but display difficulty monitoring their implementation and engaging top-down control when they become inadequate. These results support theories of ADHD that highlight the interactions between monitoring processes and changing cognitive demands as the cause of self-regulation and information-processing problems in the disorder. (PsycINFO Database Record
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Affiliation(s)
| | | | - Scott Brown
- School of Psychology, The University of Newcastle
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