Implicit motor sequence learning in perceptual and linguistic dyslexia: Examining the automaticity deficit hypothesis

Document Type : Research Paper

Authors

1 psychology Department, Maraghe University

2 Tabriz University psychological counselling center

3 Department of psychology. Tabriz University

Abstract

The purpose of present investigation was to study automaticity of dyslexia subtypes by comparison of motor sequence learning in perceptual and linguistic dyslexic and normal children. To this aim, 20 children with perceptual dyslexia, 20 children with linguistic dyslexia and 22 normal children were selected non-randomly among clients of learning disabilities center and primary school of Tabriz city and instruments were accomplished by them. Study materials were dyslexia symptoms checklist, revised Wechsler IQ Scale for Children (WISC-III), Pour Etemad Reading Test and Serial Reaction Time Task (SRTT). Results showed there were significant differences between perceptual and linguistic dyslexics in indices of subtypes except understanding, and linguistic dyslexics showed more significant basic mistakes and perceptual dyslexics showed more time vesting mistakes and more time in reading test. Multivariate analysis of variance showed there was no significant difference in compound variable of speed (reaction time) and accuracy (accurate response) effect between groups (P<0/05). Also between subject test showed there wasn’t significant difference between groups in speed and accuracy effect of implicit motor sequence learning (P<0/05). These findings suggest absence of automaticity deficit in subtypes of dyslexia.

Keywords

Journal of Modern Psychological Researches
Volume 17, Issue 66 - Serial Number 66
September 2022
Pages 101-108

Files

History

  • Receive Date: 28 December 2021
  • Revise Date: 29 January 2022
  • Accept Date: 06 February 2022

Share

How to cite

Statistics