TY - JOUR
T1 - Paired associate learning deficits in poor readers
T2 - The contribution of phonological input and output processes
AU - Litt, Robin A.
AU - Wang, Hua Chen
AU - Sailah, Jessica
AU - Badcock, Nicholas A.
AU - Castles, Anne
PY - 2019/3
Y1 - 2019/3
N2 - 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.
AB - 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.
KW - Dyslexia
KW - Paired associate learning
KW - Phonological deficit
KW - Phonological output
KW - Poor readers
UR - http://www.scopus.com/inward/record.url?scp=85063676426&partnerID=8YFLogxK
U2 - 10.1177/1747021818762669
DO - 10.1177/1747021818762669
M3 - Article
C2 - 29451079
AN - SCOPUS:85063676426
VL - 72
SP - 616
EP - 633
JO - THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY
JF - THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY
SN - 1747-0218
IS - 3
ER -