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Free keywords:
developmental dyslexia, electroencephalography, neural tracking, statistical learning
Abstract:
Listeners implicitly use statistical regularities to segment continuous sound input into meaningful units, eg transitional probabilities between syllables to segment a speech stream into separate words. Implicit learning of such statistical regularities in a novel stimulus stream is reflected in a synchronization of neural responses to the sequential stimulus structure. The present study aimed to test the hypothesis that neural tracking of the statistical stimulus structure is reduced in individuals with dyslexia who have weaker reading and spelling skills, and possibly also weaker statistical learning abilities in general, compared to healthy controls. To this end, adults with and without dyslexia were presented with continuous streams of (non-speech) tones, which were arranged into triplets, such that transitional probabilities between single tones were higher within triplets and lower between triplets. We found that the so-called Triplet Learning Index (ie the ratio of neural phase coherence at the triplet rate relative to the tone rate) was lower in adults with dyslexia compared to the control group. Moreover, a higher Triplet Learning Index was associated with better spelling skills. These results suggest that individuals with dyslexia have a rather broad deficit in processing structure in sound instead of a merely phonological deficit.
