The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre-literate children with a family risk (FR) of dyslexia. In this study, four-to-five-year-old FR children (n = 25) and No-FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non-adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d′) and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No-FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No-FR group. Furthermore, unlike the No-FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with dyslexia.

中文翻译：

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有阅读障碍家庭风险的儿童的统计学习

统计学习在阅读障碍中受到影响的假设通常在被诊断为阅读障碍的儿童和成人中进行评估，而不是在有阅读障碍家庭风险 (FR) 的未识字儿童中进行评估。在这项研究中，4 至 5 岁的 FR 儿童 ( n  = 25) 和无 FR 儿童 ( n  = 33) 完成了新兴识字（音素意识和 RAN）的任务。他们还基于串行反应时间 (SRT) 任务范式执行了在线非相邻依赖学习 (NADL) 任务。儿童准确度（命中）、信号灵敏度（d'）和反应时间被测量。与无 FR 组相比，FR 组在音素意识上的表现略差，而在 RAN 上则明显更差。关于 NADL 结果，结果不太直接：数据表明两组都成功进行了统计学习，如发现的命中和反应时间曲线所示。然而，与无 FR 组相比，FR 组在任务上的准确性和速度较慢。此外，与无 FR 组不同，FR 组的表现随所呈现的特定刺激而变化。综上所述，这些研究结果未能显示在学龄前有和没有阅读障碍的儿童之间在统计学习方面的显着差异，这与早期对有阅读障碍的大龄儿童和成人的研究一致。