Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages.

Autor: Zhou M; Human Communication, Learning, and Development, Faculty of Education, The University of Hong Kong, Hong Kong, China., Zhang P; Human Communication, Learning, and Development, Faculty of Education, The University of Hong Kong, Hong Kong, China., Mimeau C; Department of Human Sciences, Arts and Communication, Université TÉLUQ, Quebec, Canada., Tong SX; Human Communication, Learning, and Development, Faculty of Education, The University of Hong Kong, Hong Kong, China.
Jazyk: angličtina
Zdroj: Child development [Child Dev] 2024 Sep-Oct; Vol. 95 (5), pp. e338-e351. Date of Electronic Publication: 2024 May 31.
DOI: 10.1111/cdev.14121
Abstrakt: The relation between statistical learning and working memory in children with developmental dyslexia (DD) remains unclear. This study employed a distributional and a conditional statistical learning experiment and a working memory task to examine this relation in 651 Chinese 6- to 12-year-olds with and without DD (N DD  = 199, 101 females; N woDD  = 452, 227 females; participated 2014-2019). Results showed working memory positively associated with recognizing high-predictable and familiar items in both groups, but negatively associated with recognizing unfamiliar items in the DD group only. These findings uncovered the complex interplay between statistical learning and working memory, demonstrating how different working memory abilities in children with and without DD relate to various statistical learning mechanisms at the item level.
(© 2024 The Author(s). Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)
Databáze: MEDLINE
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