Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders?

We critically examine the procedural deficit hypothesis (PDH) that proposes that a deficit in procedural (as opposed to declarative) learning underlies dyslexia and other developmental disorders. We first note that the existence of dissociated learning disorders (and multiple forms for each disorder) appears incompatible with a general deficit account. Moreover, the PDH formulation appears generally underspecified in terms of predictions to be tested.

Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students.

In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.

Functionalization of three-dimensional epitaxial graphene with metal nanoparticles.

We demonstrate the first successful functionalization of epitaxial three-dimensional graphene with metal nanoparticles. The functionalization is obtained by immersing three-dimensional graphene in a nanoparticle colloidal solution. This method is versatile and demonstrated here for gold and palladium, but can be extended to other types of nanoparticles.

The Enduring Challenge of Literacy Issues in Adulthood: Investigating Spelling Deficits among Dyslexic Italian University Students.

The issue of literacy challenges among dyslexic adults remains a significant concern. This study investigates spelling deficits among highly educated adults with dyslexia learning a transparent orthography. Thirty-eight Italian dyslexic university students were examined and compared to a group of age- and education-matched typical readers.