title: 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.
authors: Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel. hedva.meiri@gmail.com
authors: Hedva
authors: H
authors: Meiri
mesh_terms: D000328:Adult; D000704:Analysis of Variance; D003071:Cognition / Q000502:physiology; D004569:Electroencephalography; D005071:Evoked Potentials / Q000502:physiology*; D006801:Humans; D009483:Neuropsychological Tests; D010775:Photic Stimulation / Q000379:methods; D011930:Reaction Time / Q000502:physiology; D011932:Reading; D013064:Speech Disorders / Q000503:physiopathology*; D014706:Verbal Learning / Q000502:physiology*; D014825:Vocabulary