Alterations of procedural memory consolidation in children with developmental dyslexia

• Objective: The objective of the present study was to determine if consolidation of procedural memory in developmental dyslexia (DD) may be supported by prolonging the initial learning session. Method: Children with DD (n = 31) and typically developing (TD) children (n = 34) were given a procedural (implicit sequence) learning task over two sessions, separated by a 24-hr interval. Session 1 was prolonged with 50% compared with previous studies of procedural memory consolidation in DD. Results: The amount of sequence learning was similar in the two groups at the end of Session 1 (p = .797, ηρ² = .001). At the follow-up session after 24 hr, performance in the DD group was poorer compared with the TD group (p = .003, ηρ² = .129). The amount of sequence knowledge in Session 2 predicted unique variance in reading fluency (p = .024, ηρ² = 0.083), independent of children's phoneme awareness and inattention symptoms. Conclusion: The present study shows that consolidation of procedural memory is impaired in DD, even when the initial learning session is prolonged. The findings encourage further research on the mechanisms supporting procedural memory consolidation in children with DD, and how these may be strengthened.

Ämnesord

MEDICIN OCH HÄLSOVETENSKAP  -- Medicinska och farmaceutiska grundvetenskaper -- Neurovetenskaper (hsv//swe)

MEDICAL AND HEALTH SCIENCES  -- Basic Medicine -- Neurosciences (hsv//eng)

Nyckelord

implicit sequence learning

procedural memory

consolidation

developmental dyslexia

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)