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Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Related Experiment Video

Updated: Mar 12, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

A sequence learning impairment in dyslexia? It depends on the task.

Lisa M Henderson¹, Meesha Warmington¹

¹Department of Psychology, University of York, United Kingdom.

Research in Developmental Disabilities

|November 19, 2016

Summary

Sequential learning is crucial for language acquisition. While adults with dyslexia showed sequential learning on one task, difficulties emerged on another, suggesting deficits are not universal and may depend on task demands.

Keywords:

Hebb repetition Sequence memory Sequential learning Serial order memory Serial response time

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Area of Science:

Cognitive psychology
Neuroscience
Developmental psychology

Background:

Sequential learning, or sensitivity to order in the environment, is vital for language acquisition.
Reading and spelling impairments in dyslexia are hypothesized to stem from sequential learning deficits.

Purpose of the Study:

To investigate sequential learning and knowledge consolidation in adults with dyslexia.
To compare learning across different tasks sensitive to sequence learning deficits.

Main Methods:

Assessed 30 adults with dyslexia and 29 typical adults using a serial response time (SRT) task and a Hebb repetition task.
Examined learning and consolidation of sequential information in different modalities.

Main Results:

Both groups demonstrated sequential learning and consolidation on the SRT task.
Typical adults showed robust sequential learning on the Hebb task, while adults with dyslexia exhibited transient effects.
The Hebb task's sequential learning correlated with spelling in the dyslexic group, but SRT and Hebb tasks showed no correlation.

Conclusions:

Sequential learning deficits in dyslexia are not universal and may be task-dependent.
Findings question whether sequential learning represents a single, unified cognitive capacity across different modalities.