Abstract
Aim: To validate specific procedural learning difficulties (SPLD) hypothesis on a sample of Czech individuals with dyslexia via two quazi-experimental learning situations which lead to proceduralisation of knowledge. Sample: Adolescents (aged 12-18) with dyslexia (n1 = 24, n2 = 25) and adolescents without dyslexia (n1 = 22, n2 = 21); adults with dyslexia (n1 = 13, n2 = 13) and adults without dyslexia (n1 = 36, n2 = 37).
Hypothesis: Individuals with dyslexia will show lower ability to process language-based knowledge within procedural learning system, compared to intact population. Statistical analysis: Data were analysed in two separate groups - 1) adolescents, 2) adults by permutation test and bootstrapping method with 5,000 repetitions.
Results: In the first learning situation (artificial grammar learning), adolescents with dyslexia showed significantly higher number of mistakes while their working speed was similar to the controls. Adults with dyslexia showed a similar number of mistakes as the controls but their working speed was significantly lower.
In the second learning situation (a variation of the Stroop test), the participants showed a different pattern of learning from the presumed one