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Implicit learning mechanisms and their application to dyslexia

Publication . Inácio, Filomena; Petersson, Karl Magnus; Faísca, Luís

mechanisms and their association with reading and writing processes, both in typical readers and in readers with dyslexia. In the first study, we explored whether the outcomes of implicit structural sequence learning could be captured in eye movement responses. We tested for sensitivity effects (increased eye movements on a printed violation in an implicit artificial grammar learning task) in two experiments that manipulated the presence of a concurrent behavioural classification test. Results show different eye movement patterns when participants discriminate grammatical and non-grammatical sequences in passive viewing of sequences and that this effect is boosted when participants perform a concomitant classification task. This study shows that implicit acquired knowledge can be detected through the analysis of eye-movement patterns, enabling the study of implicit learning without explicit processing interference. In study two, we investigated the influence of implicit learning in the literacy skills of adult typical readers. Three main results prompt us to conclude that implicit learning contributes to reading and writing proficiency: 1) in implicit orthographic knowledge tasks where the frequency of orthographic patterns is manipulated, participants tend to choose the most frequent pattern; 2) reading proficiency and the implicit orthographic knowledge decision task were related to an implicit learning task; and 3) implicit learning increases the impact of exposure to print on reading fluency. Altogether, these results suggest a role of implicit learning capacity in the extraction the written language regularities and in the improvement of literacy skills. In study three, we tested whether dyslexic children present an implicit learning deficit that could contribute to their reading disability. An implicit artificial grammar learning task designed to optimize exposure to regularities was presented to dyslexic children and to two control groups matched by age and reading level. Results showed that dyslexics’ implicit learning abilities are at same level as both control groups, suggesting that the characteristic reading difficulties presented by dyslexics cannot be explained by implicit learning deficits. In conclusion, the studies presented in this thesis provide evidence that: 1) implicit learning can be tested with minimal interference of explicit processes by measuring eye movement sensitivity patterns; 2) implicit learning intervenes in the extraction of written regularities, contributing to literacy proficiency; and 3) dyslexic children do not present an implicit learning deficit and thus can benefit from this preserved ability to improve their reading skills.

2019-01-08Doctoral thesis

Open Access

Eye-movements in implicit artificial grammar learning

Publication . Silva, Susana; Inácio, Filomena; Folia, Vasiliki; Petersson, Karl Magnus

Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased eye movements on a printed violation. In this study, we tested for sensitivity effects in AGL tests with (Experiment 1) and without (Experiment 2) concurrent active tests (preference- and grammaticality classification) in an eye-tracking experiment. Eye movements discriminated between sequence types in passive tests and more so in active tests. The eye-movement profile did not differ between preference and grammaticality classification, and it resembled sensitivity effects commonly observed in natural syntax processing. Our findings show that the outcomes of implicit structured sequence learning can be characterized in eye tracking. More specifically, whole trial measures (dwell time, number of fixations) showed robust AGL effects, whereas first-pass measures (first-fixation duration) did not. Furthermore, our findings strengthen the link between artificial and natural syntax processing, and they shed light on the factors that determine performance differences in preference and grammaticality classification tests.

2017-09Journal article

Open Access

Implicit sequence learning is preserved in dyslexic children

Publication . Inácio, Filomena; Faísca, Luís; Forkstam, Christian; Araújo, Susana; Bramão, Inês; Reis, Alexandra; Petersson, Karl Magnus

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups-one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.

2018Journal article

Open Access