Paired associate learning deficits in poor readers : The contribution of phonological input and output processes
Journal article
Litt, Robin A., Wang, Hua-Chen, Sailah, Jessica, Badcock, N. A. and Castles, Anne. (2019). Paired associate learning deficits in poor readers : The contribution of phonological input and output processes. Quarterly Journal of Experimental Psychology. 72(3), pp. 616-633. https://doi.org/10.1177/1747021818762669
Authors | Litt, Robin A., Wang, Hua-Chen, Sailah, Jessica, Badcock, N. A. and Castles, Anne |
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Abstract | It is well-established that poor readers exhibit deficits in paired associate learning (PAL), and there is increasing evidence for a phonological locus of these deficits. However, it remains unclear whether poor performance stems from difficulties specific to the phonological output system or difficulties that affect both phonological input and output processes. Understanding these deficits is important not only in the context of PAL but also for informing broader theories of typical and atypical reading development. We developed a novel paradigm that allowed us to assess PAL in the presence and absence of phonological output demands. In total, 14 poor readers and 14 age-matched controls were first trained to criterion in verbal-visual PAL before being tested in the visual-verbal direction. The results showed that poor readers learned at the same rate as controls in verbal-visual PAL, even when the nonword stimuli were phonologically confusable. Yet, despite having reached the same criterion as controls in verbal-visual PAL, poor readers exhibited robust impairments for those same paired associates in visual-verbal PAL. The overall pattern of results is most consistent with the conclusion that PAL deficits reflect impairments to the phonological output system; however, results that may challenge this interpretation are also discussed. |
Keywords | Paired associate learning; poor readers; phonological deficit; phonological output; dyslexia |
Year | 01 Jan 2019 |
Journal | Quarterly Journal of Experimental Psychology |
Journal citation | 72 (3), pp. 616-633 |
Publisher | Sage Publications, Inc. (US) |
ISSN | 1747-0218 |
Digital Object Identifier (DOI) | https://doi.org/10.1177/1747021818762669 |
PubMed ID | 29451079 |
Web address (URL) | https://journals.sagepub.com/doi/10.1177/1747021818762669 |
Open access | Published as non-open access |
Research or scholarly | Research |
Page range | 616-633 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 15 Mar 2018 |
Mar 2019 | |
Publication process dates | |
Accepted | 05 Feb 2018 |
Deposited | 24 Jul 2024 |
Additional information | © Experimental Psychology Society 2018. |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/90v92/paired-associate-learning-deficits-in-poor-readers-the-contribution-of-phonological-input-and-output-processes
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