Previous research suggests that individuals with developmental dyslexia perform below typical readers on non-linguistic cognitive tasks involving the learning and encoding of statistical-sequential patterns. However, the neural mechanisms underlying such a deficit have not been well examined. The aim of the present study was to investigate the event-related potential (ERP) correlates of sequence processing in a sample of children diagnosed with dyslexia using a non-linguistic visual statistical learning paradigm. Whereas the response time data suggested that both typical and atypical readers learned the statistical patterns embedded in the task, the ERP data suggested otherwise. Specifically, ERPs of the typically developing children (n = 12) showed a P300-like response indicative of learning, whereas the children diagnosed with a reading disorder (n = 8) showed no such ERP effects. These results may be due to intact implicit motor learning in the children with dyslexia but delayed attention-dependent predictive processing. These findings are consistent with other evidence suggesting that differences in statistical learning ability might underlie some of the reading deficits observed in developmental dyslexia.

中文翻译：

---

发育性阅读障碍儿童视觉统计学习过程中的非典型预测处理：一项事件相关电位研究。

先前的研究表明，患有发展性阅读障碍的人在涉及统计序列模式的学习和编码的非语言认知任务上的表现低于典型读者。然而，这种缺陷背后的神经机制尚未得到充分研究。本研究的目的是使用非语言视觉统计学习范式调查被诊断患有阅读障碍的儿童样本中序列处理的事件相关电位（ERP）相关性。虽然响应时间数据表明典型读者和非典型读者都了解了任务中嵌入的统计模式，但 ERP 数据表明情况并非如此。具体来说，正常发育的儿童 ( n  = 12) 的 ERP 显示出类似于 P300 的学习反应，而被诊断患有阅读障碍的儿童 ( n  = 8) 则没有表现出这种 ERP 效应。这些结果可能是由于患有阅读障碍的儿童的内隐运动学习完整，但注意力依赖性预测处理延迟。这些发现与其他证据一致，表明统计学习能力的差异可能是发展性阅读障碍中观察到的一些阅读缺陷的基础。