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Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia
Neurobiology of Learning and Memory ( IF 2.7 ) Pub Date : 2021-09-08 , DOI: 10.1016/j.nlm.2021.107518
Yafit Gabay 1
Affiliation  

A theoretical framework suggests that developmental dyslexia is characterized by abnormalities in brain structures underlying the procedural learning and memory systems while the declarative learning and memory systems are presumed to remain intact or even enhanced (Procedural Deficit Hypothesis). This notion has been supported by a substantial body of research, which focused on each system independently. However, less attention has been paid to interactions between these memory systems which may provide insights as to learning situations and conditions in which learning in dyslexia can be improved. The current study was undertaken to examine these important but unresolved issues. To this end, probabilistic reinforcement learning and episodic memory tasks were examined in participants with dyslexia and neurotypicals simultaneously within a single task. Feedback timing presentation was manipulated, building on prior research indicating that delaying feedback timing shifts striatal-based probabilistic learning, to become more hippocampal-dependent. It was hypothesized that if the procedural learning and memory systems are impaired in dyslexia, performance will be impaired under conditions that encourage procedural memory engagement (immediate feedback trials) but not under conditions that promote declarative memory processing (long delayed feedback trials). It was also predicted that the ability to incidentally acquire episodic information would be preserved in dyslexia. The results supported these predictions. Participants with dyslexia were impaired in probabilistic learning of cue-outcome associations compared to neurotypicals in an immediate feedback condition, but not when feedback on choices was presented after a long delay. Furthermore, participants with dyslexia demonstrated similar performance to neurotypicals in a task requiring incidental episodic memory formation. These findings attest to a dissociation between procedural-based and declarative-based learning in developmental dyslexia within a single task, a finding that adds discriminative validity to the Procedural Deficit Hypothesis. Just as important, the present findings suggest that training conditions designed to shift the load from midbrain/striatal systems to declarative memory mechanisms have the potential to compensate for impaired learning in developmental dyslexia.



中文翻译:

延迟反馈补偿了发育性阅读障碍中受损的强化学习

一个理论框架表明,发育性阅读障碍的特征是程序性学习和记忆系统背后的大脑结构异常,而陈述性学习和记忆系统被假定保持完整甚至增强(程序性缺陷假设)。这一概念得到了大量研究的支持,这些研究独立地关注每个系统。然而,对这些记忆系统之间的相互作用的关注较少,这可能会提供关于学习情况和条件的见解,在这些情况下,阅读障碍的学习可以得到改善。目前的研究旨在检查这些重要但未解决的问题。为此,在一项任务中同时检查了患有阅读障碍和神经型的参与者的概率强化学习和情景记忆任务。反馈时间呈现被操纵,基于先前的研究表明延迟反馈时间改变基于纹状体的概率学习,变得更加依赖海马。假设如果程序性学习和记忆系统在阅读障碍中受损,则在鼓励程序性记忆参与的条件下(立即反馈试验),而不是在促进陈述性记忆处理(长时间延迟反馈试验)的条件下,表现将受损。人们还预测,偶然获得情节信息的能力将在阅读障碍中保留下来。结果支持了这些预测。与即时反馈条件下的神经典型患者相比,患有阅读障碍的参与者在提示结果关联的概率学习方面受损,但在长时间延迟后呈现选择反馈时则不会。此外,患有阅读障碍的参与者在需要偶然形成情景记忆的任务中表现出与神经型患者相似的表现。这些发现证明了在单一任务中的发展性阅读障碍中基于程序和基于陈述的学习之间的分离,这一发现为程序缺陷假设增加了区分有效性。同样重要的是,目前的研究结果表明,旨在将负荷从中脑/纹状体系统转移到陈述性记忆机制的训练条件有可能补偿发育性阅读障碍中的学习障碍。

更新日期:2021-10-02
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