{"id":{"repo_id":"strathclyde","oai_identifier":"oai:strathclyde:k930bx04x"},"canonical_url":"https://search.dev.ndltd.org/etd/strathclyde/oai:strathclyde:k930bx04x","repository":{"repo_id":"strathclyde","name":"University of Strathclyde","base_url":"https://stax.strath.ac.uk/catalog/oai"},"display":{"title":"Associative implicit learning in adult dyslexic readers","abstract":"This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties.","abstract_html":"This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties.","abstract_has_math":false,"creators":["Du, Wenchong"],"institution":"University of Strathclyde","degree_name":"phd","degree_level":"doctoral-pg","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-24T04:51:10Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.48730/z3z0-q569"],"render_values":[{"text":"10.48730/z3z0-q569","href":"https://doi.org/10.48730/z3z0-q569","code":true}]},{"key":"dc:identifier","label":"Identifier","values":["T13533"],"render_values":[{"text":"T13533","href":null,"code":true}]}]},"links":{"outbound_url":"https://stax.strath.ac.uk/concern/theses/k930bx04x","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Du, Wenchong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Psychological Sciences and Health"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Strathclyde"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral-pg"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["T13533"]},{"key":"dc:identifier.doi","label":"DOI","values":["10.48730/z3z0-q569"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stax.strath.ac.uk/concern/theses/k930bx04x"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties."]},{"key":"dc:description.abstract","label":"Abstract","values":["This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties."]},{"key":"dc:title","label":"Title","values":["Associative implicit learning in adult dyslexic readers"]}]}],"canonical_facts":{"dc:creator":["Du, Wenchong"],"dc:date":["2013"],"dc:date.issued":["2013"],"dc:description":["This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties."],"dc:description.abstract":["This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties."],"dc:identifier":["T13533"],"dc:identifier.doi":["10.48730/z3z0-q569"],"dc:identifier.uri":["https://stax.strath.ac.uk/concern/theses/k930bx04x"],"dc:publisher.department":["School of Psychological Sciences and Health"],"dc:publisher.institution":["University of Strathclyde"],"dc:title":["Associative implicit learning in adult dyslexic readers"],"dc:type.qualificationlevel":["doctoral-pg"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T04:51:10Z"}