The Label And Modality Effect In Probabilistic Category Learning Of Developmental Dyslexia

Children with developmental dyslexia have no difference in general intelligence,living environment or educational conditions,but their scores are significantly lower than those of the corresponding age.That is to say,they are in a state of developmental dyslexia.This may be caused by defects in perception,attention,working memory or procedural learning.However,the specific reasons for the developmental dyslexia are still controversial,and the contention of the dispute are the two major learning systems.Some scholars believe that developmental dyslexia is due to the lack of explicit learning defects,and other researchers believe that procedural learning is the cause of developmental dyslexia.In the Probabilistic Category Learning,by controlling the presentation of the location of clues,explicit and implicit learning system can be well separated.Therefore,it is a good way to find out the reasons for developmental dyslexia by investigating their probabilistic category learning.Since the label can reduce learner's cognitive load and promote category learning,this study explores whether label can promote the probabilistic category learn of children with developmental dyslexia.In addition,the auditory system,which is one of the important sensory systems,plays an important role in learning,and the auditory channel effect will promote individual's learning.Because the channel effect in the probabilistic category learning is still controversial,this study uses visual and auditory form to verify the channel effect of probability category learning.In this study,the above problems were discussed through a pre-experiment and three formal experiments by using the weather forecasting task paradigm.The main variables are the type of test subjects,the type of label and the location of the cues.The subjects contain children with developing dyslexia and normal children.The label type contains visual labels and auditory labels.Clues location contains fixed and random positions.The aim of the pre-experiment was to screen children with developing dyslexia.The students were screened by 847 students from grade three to five,and the screening tool are "Chinese Language Literacy Test for Primary School Students","Learning disabilities"," Raven's Standard Progressive Matrices" and Language performance.Finally,66 children with developmental dyslexia were screened out,and the detection rate of developing dyslexia was 7.79%.At the same time,normal children with similar age were selected as control group to complete the formal experiment.Experiment 1 uses explicit and implicit probabilistic category learning paradigms to find out that whether there are explicit and implicit learning deficiencies in children with developing dyslexia.The independent variables are the subject type and the cue position.It was found that the performance of normal children were better than that with developmental dyslexia in both explicit and implicit probabilistic category learning.Experiment 2 uses explicit probabilistic category learning paradigm.By adding visual and auditory labels to stimuli,we try to test whether there are label and modality effect in explicit probabilistic category learning,and to examine whether the explicit dual-channel learning ability of children with developing dyslexia is damaged.The independent variables are the type of subjects and the type of label.The results showed that the performance of normal children were better than that of children with developmental dyslexia,while in the visual label group and auditory label group the scores were similar.Experiment 3 uses implicit probabilistic category learning paradigm.By adding visual and auditory labels to stimuli,we try to figure out whether there are label and modality effect in implicit probabilistic category learning,and to examine whether the implicit dual-channel learning ability of children with developing dyslexia is damaged.The independent variables are the type of subjects and the type of label.The results showed that the performance of normal children were better than that of children with developing dyslexia,while in the visual label group and the auditory label group the scores were roughly the same.The study draws the following conclusions: the learning ability of developmental dyslexia children in explicit and implicit learning are all flawed;visual and auditory labels can facilitate the study of explicit probabilistic categories,but do not affect the implicit probabilistic category learning;children with developing dyslexia have the same shortcomings in visual and auditory dual channel information processing;there is no channel effect in probabilistic category learning.This study provides strong evidence for the existence of label effect in probabilistic category learning.Meanwhile,it validates there are defects of explicit and implicit learning in children with developmental dyslexia,and the label can effectively promote their probabilistic category learning.This provides a right way to help children with developmental dyslexia face learning and life better.