No Solid Empirical Evidence for the SOLID (Serial Order Learning Impairment) Hypothesis of Dyslexia

Autor/inn/en	Staels, Eva; Van den Broeck, Wim
Titel	No Solid Empirical Evidence for the SOLID (Serial Order Learning Impairment) Hypothesis of Dyslexia
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 41 (2015) 3, S.650-669 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000054
Schlagwörter	Dyslexia; Repetition; Sequential Learning; Neurological Impairments; Short Term Memory; Recall (Psychology); College Students; Replication (Evaluation); Experiments; Learning Processes; Evidence; Reading Difficulties; Intelligence Tests; Hypothesis Testing; Language Processing; Scores; Bayesian Statistics; Regression (Statistics); Foreign Countries; Grade 5; Grade 6; Netherlands; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Wiederholung; Didaktische Sequenzierung; Lernsequenz; Neurodegenerative Erkrankung; Kurzzeitgedächtnis; Abberufung; Collegestudent; Erprobung; Learning process; Lernprozess; Evidenz; Reading difficulty; Leseschwierigkeit; Intelligence test; Intelligenztest; Hypothesenprüfung; Hypothesentest; Sprachverarbeitung; Regression; Regressionsanalyse; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Niederlande
Abstract	This article reports on 2 studies that attempted to replicate the findings of a study by Szmalec, Loncke, Page, and Duyck (2011) on Hebb repetition learning in dyslexic individuals, from which these authors concluded that dyslexics suffer from a deficit in long-term learning of serial order information. In 2 experiments, 1 on adolescents (N = 59) and 1 on children (N = 57), no empirical evidence was obtained for impaired Hebb learning in dyslexics, whether the same data-analytical procedure as Szmalec et al. was used or whether some methodological improvements were applied (e.g., using a more sensitive index of Hebb learning, and equating groups on filler performance with state trace analysis). In an additional state trace analysis, aggregating data over participants, it was shown that performance on the repeated Hebb sequences was almost perfectly predictable from performance on the nonrepeated sequences (fillers). The implications of these findings are outlined for the current discussion on the mechanisms for encoding immediate serial recall and long-term sequence learning and for computational models attempting to simulate these mechanisms. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01