Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27225
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Episodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers
Author(s): Jones, Manon W
Kuipers, Jan Rouke
Nugent, Sinead
Miley, Angelina
Oppenheim, Gary
Contact Email: janrouke.kuipers@stir.ac.uk
Keywords: Paired associated learning
Visual-phonological binding
Developmental dyslexia
Eye-tracking
Looking-at-nothing
Statistical learning
Episodic memory
Issue Date: Aug-2018
Date Deposited: 10-May-2018
Citation: Jones MW, Kuipers JR, Nugent S, Miley A & Oppenheim G (2018) Episodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers. Cognition, 177, pp. 214-225. https://doi.org/10.1016/j.cognition.2018.04.010
Abstract: Learning visual-phonological associations is a key skill underlying successful reading acquisition. However, we are yet to understand the cognitive mechanisms that enable efficient learning in good readers, and those which are aberrant in individuals with developmental dyslexia. Here, we use a repeated cued-recall task to examine how typical and reading-impaired adults acquire novel associations between visual and phonological stimuli, incorporating a looking-at-nothing paradigm to probe implicit memory for target locations. Cued recall accuracy revealed that typical readers’ recall of novel phonological associates was better than dyslexic readers’ recall, and it also improved more with repetition. Eye fixation-contingent error analyses suggest that typical readers’ greater improvement from repetition reflects their more robust encoding and/or retrieval of each instance in which a given pair was presented: whereas dyslexic readers tended to recall a phonological target better when fixating its most recent location, typical readers showed this pattern more strongly when the target location was consistent across multiple trials. Thus, typical readers’ greater success in reading acquisition may derive from their better use of statistical contingencies to identify consistent stimulus features across multiple exposures. We discuss these findings in relation to the role of implicit memory in forming new visual-phonological associations as a foundational skill in reading, and areas of weakness in developmental dyslexia.
DOI Link: 10.1016/j.cognition.2018.04.010
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Accepted refereed manuscript of: Jones MW, Kuipers JR, Nugent S, Miley A & Oppenheim G (2018) Episodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers, Cognition, 177, pp. 214-225. DOI: 10.1016/j.cognition.2018.04.010 © 2018, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/
Licence URL(s): http://creativecommons.org/licenses/by-nc-nd/4.0/

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