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The specific nature of the statistical learning deficit in developmental dyslexia: Impaired temporal and spared spatial learning abilities.

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Τίτλος: The specific nature of the statistical learning deficit in developmental dyslexia: Impaired temporal and spared spatial learning abilities.
Συγγραφείς: Shukri AM; Department of Special Education and the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel. areenshm@gmail.com., Growns B; Department of Psychology and Department of Cognitive and Brain Sciences, Hebrew University of Jerusalem, Jerusalem, Israel., Siegelman N; The School of Psychological Sciences, University of Canterbury, Sydney, Australia., Gabay Y; Department of Special Education and the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel. ygabay@edu.haifa.ac.il.
Πηγή: Psychonomic bulletin & review [Psychon Bull Rev] 2026 Sep 15; Vol. 33 (7). Date of Electronic Publication: 2026 Sep 15.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Springer] Country of Publication: United States NLM ID: 9502924 Publication Model: Electronic Cited Medium: Internet ISSN: 1531-5320 (Electronic) Linking ISSN: 10699384 NLM ISO Abbreviation: Psychon Bull Rev Subsets: MEDLINE
Imprint Name(s): Publication: <2013-> : [New York : Springer]
Original Publication: Austin, TX : Psychonomic Society, Inc., c1994-
Ιατρικοί όροι (MeSH): Dyslexia*/physiopathology , Spatial Learning*/physiology , Learning*/physiology , Probability Learning*, Humans ; Female ; Male ; Young Adult ; Adolescent ; Adult
Περίληψη: While extensive research highlights the importance of statistical learning in language acquisition and processing, its relationship to developmental dyslexia, a common developmental language disorder, remains unclear. Studies of statistical learning in dyslexia often rely on specific tasks that most likely do not cover the scope of statistical learning as a multi-componential construct, making it difficult to discover what aspects of learning are affected in dyslexia. The present study provides the first systematic examination of two major facets of statistical learning in dyslexia. We investigated statistical learning performance among individuals with and without dyslexia using a 2 × 2 factorial design that systematically manipulated both the type of statistical relation between elements (non-spatial vs. spatial) and the structure of statistical input (conditional vs. distributional). Neurotypical participants demonstrated learning across all tasks, whereas individuals with dyslexia showed significantly reduced performance when statistical regularities involved non-spatial relations, though not when they involved spatial relations. This deficit was apparent regardless of whether tasks involved conditional or distributional statistics. The findings suggest that rather than being generally weak in statistical learning, individuals with dyslexia face challenges in learning environments involving non-spatial statistical regularities that require integration of statistical computations across multiple exposures. Given the involvement of non-spatial aspects in printed and spoken language, these deficits can add to the challenges faced by individuals with dyslexia in acquiring linguistic representations. Additionally, the dissociation observed in dyslexia supports the notion that statistical learning comprises distinct sub-processes rather than a single unitary process.
(© 2026. The Author(s).)
Competing Interests: Declarations. Ethics approval and consent to participate: The Institutional Review Board at the University of Haifa (no. 18/099) approved the study, which was conducted in accordance with the Declaration of Helsinki. Consent for publication: All authors consent to publication of the article in its present form. Conflicts of interest: The authors declare no competing interests.
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Contributed Indexing: Keywords: Conditional statistics; Developmental dyslexia; Distributional statistics; Non-spatial vs. spatial relations; Statistical learning
Entry Date(s): Date Created: 20260916 Date Completed: 20260916 Latest Revision: 20260918
Update Code: 20260918
PubMed Central ID: PMC13577998
DOI: 10.3758/s13423-026-02980-x
PMID: 42745093
Βάση Δεδομένων: MEDLINE
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  Data: The specific nature of the statistical learning deficit in developmental dyslexia: Impaired temporal and spared spatial learning abilities.
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  Data: &lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Shukri+AM%22&quot;&gt;Shukri AM&lt;/searchLink&gt;; Department of Special Education and the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel. areenshm@gmail.com.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Growns+B%22&quot;&gt;Growns B&lt;/searchLink&gt;; Department of Psychology and Department of Cognitive and Brain Sciences, Hebrew University of Jerusalem, Jerusalem, Israel.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Siegelman+N%22&quot;&gt;Siegelman N&lt;/searchLink&gt;; The School of Psychological Sciences, University of Canterbury, Sydney, Australia.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Gabay+Y%22&quot;&gt;Gabay Y&lt;/searchLink&gt;; Department of Special Education and the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel. ygabay@edu.haifa.ac.il.
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  Data: While extensive research highlights the importance of statistical learning in language acquisition and processing, its relationship to developmental dyslexia, a common developmental language disorder, remains unclear. Studies of statistical learning in dyslexia often rely on specific tasks that most likely do not cover the scope of statistical learning as a multi-componential construct, making it difficult to discover what aspects of learning are affected in dyslexia. The present study provides the first systematic examination of two major facets of statistical learning in dyslexia. We investigated statistical learning performance among individuals with and without dyslexia using a 2 &#215; 2 factorial design that systematically manipulated both the type of statistical relation between elements (non-spatial vs. spatial) and the structure of statistical input (conditional vs. distributional). Neurotypical participants demonstrated learning across all tasks, whereas individuals with dyslexia showed significantly reduced performance when statistical regularities involved non-spatial relations, though not when they involved spatial relations. This deficit was apparent regardless of whether tasks involved conditional or distributional statistics. The findings suggest that rather than being generally weak in statistical learning, individuals with dyslexia face challenges in learning environments involving non-spatial statistical regularities that require integration of statistical computations across multiple exposures. Given the involvement of non-spatial aspects in printed and spoken language, these deficits can add to the challenges faced by individuals with dyslexia in acquiring linguistic representations. Additionally, the dissociation observed in dyslexia supports the notion that statistical learning comprises distinct sub-processes rather than a single unitary process.&lt;br /&gt; (&#169; 2026. The Author(s).)
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  Data: Declarations. Ethics approval and consent to participate: The Institutional Review Board at the University of Haifa (no. 18/099) approved the study, which was conducted in accordance with the Declaration of Helsinki. Consent for publication: All authors consent to publication of the article in its present form. Conflicts of interest: The authors declare no competing interests.
– Name: Ref
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  Data: &lt;i&gt;Keywords: &lt;/i&gt;Conditional statistics; Developmental dyslexia; Distributional statistics; Non-spatial vs. spatial relations; Statistical learning
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  Data: &lt;i&gt;Date Created: &lt;/i&gt;20260916 &lt;i&gt;Date Completed: &lt;/i&gt;20260916 &lt;i&gt;Latest Revision: &lt;/i&gt;20260918
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  Data: 20260918
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  Data: PMC13577998
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  Data: 10.3758/s13423-026-02980-x
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  Data: 42745093
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=cmedm&AN=42745093
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        Value: 10.3758/s13423-026-02980-x
    Languages:
      – Code: eng
        Text: English
    Subjects:
      – SubjectFull: Humans
        Type: general
      – SubjectFull: Female
        Type: general
      – SubjectFull: Male
        Type: general
      – SubjectFull: Young Adult
        Type: general
      – SubjectFull: Adolescent
        Type: general
      – SubjectFull: Adult
        Type: general
      – SubjectFull: Dyslexia physiopathology
        Type: general
      – SubjectFull: Spatial Learning physiology
        Type: general
      – SubjectFull: Learning physiology
        Type: general
      – SubjectFull: Probability Learning
        Type: general
    Titles:
      – TitleFull: The specific nature of the statistical learning deficit in developmental dyslexia: Impaired temporal and spared spatial learning abilities.
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            NameFull: Shukri AM
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          Dates:
            – D: 15
              M: 09
              Text: 2026 Sep 15
              Type: published
              Y: 2026
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              Value: 33
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              Value: 7
          Titles:
            – TitleFull: Psychonomic bulletin & review
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