LS Franse Taalkunde — Sequential learning, domain generality, and developmental dyslexia

This thesis explores sequential learning, the implicit learning of item sequences with a specific statistical structure. Two research questions were investigated. The first is whether sequential learning is a domain-general learning mechanism. Both 8-month-old infants and adults were tested on their sequential-learning capabilities in more than one domain. The infants were tested in the (auditory) language and in the visuospatial domains, the adults also in the visual domain. Neither the infant nor the adult experiments provided a conclusive answer to this question, because performance on sequential learning did not correlate significantly or strongly across domains in either age group. The second research question is whether sequential learning is affected in developmental dyslexia. Both 8-month-old infants at familial risk of dyslexia and adults with dyslexia were tested in the same sequential-learning experiments as their peers without (a risk of) dyslexia. Results related to this - LOT 2018-12-14 - Als nieuw