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The involvement of long-term serial-order memory in reading development: a longitudinal study

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Abstract
Recent findings suggest that Hebb repetition learning − a paradigmatic example of long-term serial-order learning – is impaired in adults with dyslexia. The present study further investigated the link between serial-order learning and reading, using a longitudinal, developmental design. To this end, verbal and visual Hebb learning performance and reading skills were assessed in 96 Dutch-speaking children whom we followed from first through second grade. Our results indicate weaker Hebb learning in early readers with poor reading skills, even at the onset of reading instruction. We further observed small but significant correlations between reading performance and the magnitude of Hebb learning. Finally, despite the finding that the Hebb task did not prove to be a useful tool for predicting individual differences in later reading skills, our results do support a concurrent relationship between Hebb learning and reading skill by showing that Hebb learning explains unique variance in reading performance, above and beyond phonological awareness.

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MLA
Bogaerts, Louisa, et al. “The Involvement of Long-Term Serial-Order Memory in Reading Development: A Longitudinal Study.” Psycholinguistics in Flanders, Abstracts, 2015.
APA
Bogaerts, L., De Maeyer, M., Szmalec, A., Page, M. P. A., & Duyck, W. (2015). The involvement of long-term serial-order memory in reading development: a longitudinal study. Psycholinguistics in Flanders, Abstracts. Presented at the Psycholinguistics in Flanders, Marche-en-Famenne, Belgium.
Chicago author-date
Bogaerts, Louisa, Marjolijn De Maeyer, Arnaud Szmalec, Mike P.A. Page, and Wouter Duyck. 2015. “The Involvement of Long-Term Serial-Order Memory in Reading Development: A Longitudinal Study.” In Psycholinguistics in Flanders, Abstracts.
Chicago author-date (all authors)
Bogaerts, Louisa, Marjolijn De Maeyer, Arnaud Szmalec, Mike P.A. Page, and Wouter Duyck. 2015. “The Involvement of Long-Term Serial-Order Memory in Reading Development: A Longitudinal Study.” In Psycholinguistics in Flanders, Abstracts.
Vancouver
1.
Bogaerts L, De Maeyer M, Szmalec A, Page MPA, Duyck W. The involvement of long-term serial-order memory in reading development: a longitudinal study. In: Psycholinguistics in Flanders, Abstracts. 2015.
IEEE
[1]
L. Bogaerts, M. De Maeyer, A. Szmalec, M. P. A. Page, and W. Duyck, “The involvement of long-term serial-order memory in reading development: a longitudinal study,” in Psycholinguistics in Flanders, Abstracts, Marche-en-Famenne, Belgium, 2015.
@inproceedings{6867813,
  abstract     = {{Recent findings suggest that Hebb repetition learning − a paradigmatic example of long-term serial-order learning – is impaired in adults with dyslexia. The present study further investigated the link between serial-order learning and reading, using a longitudinal, developmental design. To this end, verbal and visual Hebb learning performance and reading skills were assessed in 96 Dutch-speaking children whom we followed from first through second grade. Our results indicate weaker Hebb learning in early readers with poor reading skills, even at the onset of reading instruction. We further observed small but significant correlations between reading performance and the magnitude of Hebb learning. Finally, despite the finding that the Hebb task did not prove to be a useful tool for predicting individual differences in later reading skills, our results do support a concurrent relationship between Hebb learning and reading skill by showing that Hebb learning explains unique variance in reading performance, above and beyond phonological awareness.}},
  author       = {{Bogaerts, Louisa and De Maeyer, Marjolijn and Szmalec, Arnaud and Page, Mike P.A. and Duyck, Wouter}},
  booktitle    = {{Psycholinguistics in Flanders, Abstracts}},
  language     = {{eng}},
  location     = {{Marche-en-Famenne, Belgium}},
  title        = {{The involvement of long-term serial-order memory in reading development: a longitudinal study}},
  year         = {{2015}},
}