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Deklarativt minne hos barn 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.
2016 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Developmental dyslexia is a specific reading and spelling disability with several explanatory proposals. Previous research has shown that there is a strong relation between developmental dyslexia and difficulties in phonological processing, which has resulted in the theory that the cause of developmental dyslexia is a specific weakness in phonological awareness. However, such a specific weakness does not explain the non-linguistic difficulties that are also common in developmental dyslexia. According to the Procedural Deficit Hypothesis (PDH), several (both linguistic and non-linguistic) difficulties that are observed in developmental dyslexia can be explained by abnormal development of the procedural memory system. Moreover, this hypothesis implies that the declarative memory system remains intact and may have a compensatory role for the reading disabilities in developmental dyslexia. In this study, the aspect of declarative memory that is visual recognition memory after incidental encoding was examined. 10 children with diagnosed developmental dyslexia and 10 typically developed children participated in the study. The results indicated an intact declarative memory in children with developmental dyslexia. However, no significant correlation between declarative memory and reading ability was found. Thus, the prediction that declarative memory can serve a compensatory role in developmental dyslexia was not supported. 

Abstract [sv]

Dyslexi är en specifik läs- och skrivsvårighet med flera förklaringsmodeller. Tidigare forskning har visat på ett starkt samband mellan dyslexi och svårigheter med fonologiskt processande, vilket har lett fram till hypotesen att orsaken till dyslexi är en specifik svaghet i fonologisk medvetenhet. En sådan specifik nedsättning kan dock inte förklara de icke-språkliga svårigheter som också är vanligt förekommande vid dyslexi. Enligt the procedural deficit hypothesis (PDH) kan många (både språkliga och icke-språkliga) svårigheter vid dyslexi förklaras av en nedsättning i det procedurella minnet. Vidare innebär hypotesen att det deklarativa minnet är intakt och kan fungera som kompensation för svårigheterna vid dyslexi. I denna studie undersöktes det deklarativa minnet i form av visuellt igenkänningsminne efter oavsiktlig inkodning. I studien deltog 10 barn med dyslexi och 10 barn utan dyslexi. Resultatet indikerade att det deklarativa minnet var intakt hos barnen med dyslexi. Däremot kunde inget signifikant samband mellan deklarativt minne och läsförmåga ses. Antagandet att deklarativt minne kan fungera som kompensation vid dyslexi kunde därför inte stödjas. 

Place, publisher, year, edition, pages
2016. , 51 p.
Series
Examensarbete i logopedi, 122
Keyword [en]
developmental dyslexia, declarative memory, the procedural deficit hypothesis, the declarative/procedural model, recognition memory
Keyword [sv]
dyslexi, deklarativt minne, the procedural deficit hypothesis, den deklarativa/procedurella modellen, igenkänningsminne
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:uu:diva-275006OAI: oai:DiVA.org:uu-275006DiVA: diva2:898281
Subject / course
Speech and Language Pathology
Educational program
Degree of Master of Science in Speech and Language Pathology
Supervisors
Examiners
Available from: 2016-01-28 Created: 2016-01-27 Last updated: 2016-01-28Bibliographically approved

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