Authors:
Karen Banai Department of Communication Disorders, University of Haifa, Haifa, Israel
Department of Communication Disorders, University of Haifa, Mt. Carmel, Haifa, 31905, Israel

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Merav Ahissar Department of Psychology, Hebrew University of Jerusalem, Jerusalem, Israel
Interdisciplinary Center for Neural Computation, Hebrew University of Jerusalem, Jerusalem, Israel

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Abstract

The majority of individuals with dyslexia and additional learning difficulties (D-LDs) also perform poorly on many simple auditory discrimination tasks. We now trained a group of D-LD teenagers on a series of auditory tasks and assessed their pattern of auditory improvement as well as their generalization to reading related tasks. We found that the performance of most D-LD participants quickly improved and reached the level of the general age matched population. Moreover, their pattern of learning specificity (e.g. no transfer from frequency to duration discriminations) was also similar to that previously observed in the general population. When assessed with a battery of verbal tasks that they initially performed poorly, a pattern of specific transfer was observed. Performance on verbal memory tasks improved to peer level, whereas performance on reading and non-verbal cognitive tasks did not. These findings suggest that D-LDs’ mechanisms of long-term learning are adequate. Moreover, perceptual learning can be used as a tool for improving general working memory skills, whose underlying mechanisms seem to be shared by simple tones and complex speech sounds.

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Learning & Perception
Language English
Size  
Year of
Foundation
2009
Publication
Programme
ceased
Volumes
per Year
 
Issues
per Year
 
Publisher Akadémiai Kiadó
Publisher's
Address
H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible
Publisher
Chief Executive Officer, Akadémiai Kiadó
ISSN 1789-3186 (Print)
ISSN 2060-9175 (Online)

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