title: Statistical learning and dyslexia: a systematic review.
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.
authors.affiliation: Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy. xenia.schmalz@gmail.com.
authors.forename: Xenia
authors.initials: X
authors.lastname: Schmalz
authors.affiliation: Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy.
authors.forename: Gianmarco
authors.initials: G
authors.lastname: Altoè
authors.affiliation: Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy.
authors.forename: Claudio
authors.initials: C
authors.lastname: Mulatti
mesh_terms: D002648:Child; D004410:Dyslexia / Q000503:physiopathology*; D005260:Female; D006801:Humans; D007807:Language Tests; D007858:Learning / Q000502:physiology*; D008297:Male; D011932:Reading
keywords: Deficit; Implicit learning; Publication bias; Theories of dyslexia