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Assessing Dyslexia at Six Year of Age
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Probability learning and feedback processing in dyslexia: A performance and heart rate analysis.

G Fraga González1,2,3, D J A Smit4,5, M J W van der Molen6,7

  • 1Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands.

Psychophysiology
|August 23, 2019
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Summary

Individuals with dyslexia show differences in automatic performance monitoring, indicated by altered heart rate responses during feedback processing, despite similar learning abilities compared to typical readers.

Keywords:
dyslexiafeedback processingheart rateparasympathetic nervous systemperformance monitoringprobabilistic learning

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Neuroscience

Background:

  • Dyslexia is associated with potential impairments in probability learning and performance monitoring.
  • Atypical frontostriatal circuit activity is observed in individuals with dyslexia, impacting associative learning.
  • Performance monitoring is crucial for learning and is linked to autonomic nervous system functioning.

Purpose of the Study:

  • To investigate probability learning and performance monitoring in adults with dyslexia.
  • To examine cardiac responses (heart rate slowing) as an indicator of automatic performance monitoring.
  • To compare individuals with dyslexia and typical readers on these cognitive and physiological measures.

Main Methods:

  • Adults with dyslexia (n=23) and typical readers (n=31) completed two probabilistic learning tasks.
  • Tasks involved learning associations between artificial script/speech sounds and geometric forms/bird sounds.
  • Heart rate was monitored to assess cardiac slowing in response to feedback.

Main Results:

  • Both groups demonstrated comparable performance in learning associations.
  • A typical cardiac response of heart rate slowing with feedback was observed in typical readers.
  • Individuals with dyslexia exhibited reduced heart rate slowing and a delayed return to baseline after feedback.

Conclusions:

  • While learning abilities were similar, individuals with dyslexia show atypical automatic performance monitoring.
  • The findings suggest a link between the salience network, performance monitoring, and autonomic functioning in dyslexia.
  • Altered cardiac responses may reflect differences in how individuals with dyslexia process feedback and regulate performance.