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Procedurellt minne hos universitetsstuderande med dyslexi
Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Neuroscience, Logopedi.
Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Neuroscience, Logopedi.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Dyslexi är en form av läs- och skrivsvårighet som inte kan förklaras av t.ex. bristfällig undervisning, låg begåvning eller synproblem. Orsaken till dyslexi anses vanligen vara nedsatt förmåga av fonologiskt processande. Flera studier har dock visat att dyslexi även är förknippat med språkliga, kognitiva och motoriska svårigheter som inte kan förklaras av nedsatt förmåga av fonologiskt processande. Det procedurella minnessystemet engageras vid inlärning, processande och konsolidering av kognitiva och motoriska färdigheter. Enligt the procedural deficit hypothesis (PDH) orsakas de svårigheter förekommande vid dyslexi av en nedsättning i detta minnessystem. Forskningen inom området är inte entydig då det har rapporterats om både intakt och nedsatt procedurellt minne hos personer med dyslexi. Föreliggande studie var den första att undersöka procedurellt minne hos svenska universitetsstuderande med dyslexi. Syftet var att testa PDH med hjälp av alternating serial reaction time task (ASRT), samt att undersöka relationen mellan procedurellt minne, närmare bestämt implicit sekvensinlärning, och läsförmåga samt aspekter av språklig/fonologisk förmåga. I studien deltog totalt 37 universitetsstuderande, 11 med dyslexi och 26 utan dyslexi. Resultatet indikerade att förmågan till inlärning och konsolidering i det procedurella minnet inte skilde sig åt mellan grupperna. Resultatet ger således inte stöd åt PDH. Vidare kunde inga signifikanta korrelationer påvisas, vilket tyder på att det inte föreligger något samband mellan procedurellt minne och respektive läsförmåga, fonologisk medvetenhet och snabb benämning (rapid automatized naming, RAN).

Abstract [en]

Developmental dyslexia is characterized by reading and writing difficulties that do not derive from poor education, low intelligence or visual impairment. The disorder is commonly explained as a result of an underlying phonological deficit. However, studies have shown that dyslexia is also associated with linguistic, cognitive, and motor impairments that can not be explained by a specific phonological deficit. The procedural memory underlies learning, processing and consolidation of motor and cognitive skills. The procedural deficit hypothesis (PDH) suggests that an impairment of procedural memory is the underlying cause of developmental dyslexia. Previous research has yielded inconsistent results as studies have reported intact as well as impaired procedural memory in dyslexics. This study was the first to examine procedural memory in Swedish university students. The aim was to test the PDH, by using an alternating serial reaction time task (ASRT), and to examine the correlation between procedural memory and reading ability as well as aspects of linguistic/phonological ability. In this study there was a total of 37 university students, 11 dyslexics and 26 nondyslexics. The result showed learning and consolidation of the procedural memory in both groups and there was no significant difference between the groups. Thus, the results do not support the PDH. No significant correlations were found, which indicates that there is no association between procedural memory and reading ability, phonological awareness or rapid automatized naming (RAN).

Place, publisher, year, edition, pages
2014. , 35 p.
Series
Examensarbete i logopedi, 104
Keyword [en]
developmental dyslexia, procedural memory, implicit sequence learning, consolidation, alternating serial reaction time task, the procedural deficit hypothesis
Keyword [sv]
dyslexi, procedurellt minne, implicit sekvensinlärning, konsolidering, alternating serial reaction time task, the procedural deficit hypothesis
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:uu:diva-241586OAI: oai:DiVA.org:uu-241586DiVA: diva2:780116
Subject / course
Speech and Language Pathology
Educational program
Degree of Master of Science in Speech and Language Pathology
Supervisors
Examiners
Available from: 2015-01-15 Created: 2015-01-13 Last updated: 2015-01-15Bibliographically approved

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