TY - JOUR T1 - Do children with developmental dyslexia have an implicit learning deficit? JF - Journal of Neurology, Neurosurgery & Psychiatry JO - J Neurol Neurosurg Psychiatry SP - 1392 LP - 1397 DO - 10.1136/jnnp.2004.061093 VL - 76 IS - 10 AU - S Vicari AU - A Finzi AU - D Menghini AU - L Marotta AU - S Baldi AU - L Petrosini Y1 - 2005/10/01 UR - http://jnnp.bmj.com/content/76/10/1392.abstract N2 - Objective: The purpose of this study was to investigate the effects of specific types of tasks on the efficiency of implicit procedural learning in the presence of developmental dyslexia (DD). Methods: Sixteen children with DD (mean (SD) age 11.6 (1.4) years) and 16 matched normal reader controls (mean age 11.4 (1.9) years) were administered two tests (the Serial Reaction Time test and the Mirror Drawing test) in which implicit knowledge was gradually acquired across multiple trials. Although both tests analyse implicit learning abilities, they tap different competencies. The Serial Reaction Time test requires the development of sequential learning and little (if any) procedural learning, whereas the Mirror Drawing test involves fast and repetitive processing of visuospatial stimuli but no acquisition of sequences. Results: The children with DD were impaired on both implicit learning tasks, suggesting that the learning deficit observed in dyslexia does not depend on the material to be learned (with or without motor sequence of response action) but on the implicit nature of the learning that characterises the tasks. Conclusion: Individuals with DD have impaired implicit procedural learning. ER -