Recently, it has been suggested that developmental dyslexia (DD) is related to deficits in general mechanisms of statistical learning (SL). The aim of the current study was to explore these relations using a nonlinguistic auditory artificial grammar learning (A‐AGL) task. Most studies using AGL to explore the role of SL among readers with dyslexia used visual stimuli. The current study explored SL abilities among adults with DD using a nonlinguistic auditory task, because evidence suggests that SL is affected by the modality of stimuli. Forty‐eight (21 DD and 27 typically developed [TD]) adults participated in two A‐AGL tasks: implicit and explicit. The results showed a significant difference between the groups, as TD readers outperformed adults with DD. This difference in performance supports the SL deficit hypothesis among adults with dyslexia, although the causal relations between auditory SL and reading still require further examination. In addition, no difference was found between the implicit and explicit tasks, suggesting that unlike the visual AGL, participants with DD do not benefit from elevating attentional resources during A‐AGL.

中文翻译：

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成年人阅读障碍的听觉序列统计倾向不足

最近，有人提出发展性阅读障碍（DD）与统计学习（SL）的一般机制的缺陷有关。本研究的目的是使用非语言听觉人工语法学习（A‐AGL）任务探索这些关系。大多数使用AGL探索阅读障碍患者中SL的作用的研究都使用了视觉刺激。当前的研究使用非语言听觉任务探索了DD成年人中的SL能力，因为有证据表明SL受刺激方式的影响。48个成年人（21个DD和27个通常发育的[TD]）成年人参加了两项A‐AGL任务：隐性和显性。结果显示两组之间存在显着差异，因为TD读者的表现优于DD成年人。这种性能差异支持患有阅读障碍的成年人的SL缺陷假说，尽管听觉SL和阅读之间的因果关系仍然需要进一步检查。此外，在隐性任务和显性任务之间没有发现差异，这表明与视觉AGL不同，DD参与者在A‐AGL期间不能从提升注意力资源中受益。