The Role of Sleep in Memory Consolidation and Reading in Dyslexia.

Dyslexia is a neurodevelopmental disorder characterized by reading difficulty, which has long been attributed to a phonological processing deficit. However, recent research suggests that general difficulties with learning and memory, but also in memory consolidation, may underlie disordered reading. This review article provides an overview of the relationship between learning and memory, memory consolidation during sleep, and reading and explores the emerging literature on consolidation during sleep in individuals with dyslexia.

Declarative memory supports children's math skills: A longitudinal study.

Substantial progress has been made in understanding the neurocognitive underpinnings of learning math. Building on this work, it has been hypothesized that declarative and procedural memory, two domain-general learning and memory systems, play important roles in acquiring math skills. In a longitudinal study, we tested whether in fact declarative and procedural memory predict children's math skills during elementary school years.

Feedback timing-modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia.

A topic of recent debate is the hypothesis that deficits associated with developmental disorders of language, such as reading disability, can be explained by a selective weakness in procedural memory. Adults with (n = 29; RD) and without (n = 29; TD) reading disability completed a weather prediction task under immediate and delayed feedback conditions, that rely on the striatal (procedural) and hippocampal (declarative) circuits, respectively. We examined trial-by-trial accuracy by feedback condition (immediate vs.

A Matter of Time: A Web-Based Investigation of Rest and Sleep Effects on Speech Motor Learning.

Purpose: Here, we examine the possibility that memory consolidation during a period of postpractice rest or nocturnal sleep can bolster speech motor learning in the absence of additional practice or effort.

Method: Using web-administered experiments, 74 typical, American English talkers trained in a nonnative vowel contrast then had a 12-hr delay with (SLEEP) or without nocturnal sleep (REST) or proceeded immediately (IMMEDIATE) to a posttraining production assessment. For ecological validity, 51 native Danish talkers perceptually identified the American English talkers' productions.

Overnight consolidation of speech sounds predicts decoding ability in skilled adult readers.

Purpose: Phonological representations are important for reading. In the current work, we examine the relationship between speech-perceptual memory encoding and consolidation to reading ability in skilled adult readers.

Method: Seventy-three young adults (age 18-24) were first tested in their word and nonword reading ability, and then trained in the late evening to identify an unfamiliar speech sound contrast (Hindi retroflex-dental).

The impact of cognitive work demands on subsequent physical activity behavior.

After cognitively demanding work, individuals tend to be less physically active. However, the psychological mechanisms underlying this effect have not been thoroughly tested. The aim of this article was to experimentally investigate the impact of cognitive work demands on subsequent physical activity behavior.

Overnight changes to dual-memory processes reflected in speech-perceptual performance.

Adults' ability to attain and retain nonnative speech sound categories vary substantially among individuals. While we know that speech-perceptual skills play a role, we know less about how consolidation-related changes in acoustic-phonetic memory contribute to perceptual tasks. The goal of this investigation was to examine contributions of memory and perceptual skills to the perceptual performance on a trained nonnative speech contrast over two days.

Sufficient sleep attenuates COVID-19 pandemic-related executive dysfunction in late adolescents and young adults.

Purpose: To investigate the interaction between (1) sleep and the COVID-19 pandemic; and (2) social cumulative risk and COVID-19 pandemic on executive function (EF).

Methods: Forty late adolescents/young adults (19.25 ± 1.

Declarative Memory Predicts Phonological Processing Abilities in Adulthood.

Individual differences in phonological processing abilities have often been attributed to perceptual factors, rather than to factors relating to learning and memory. Here, we consider the contribution of individual differences in declarative and procedural memory to phonological processing performance in adulthood. We examined the phonological processing, declarative memory, and procedural memory abilities of 79 native English-speaking young adults with typical language and reading abilities.

Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder.

Purpose This study examined procedural and declarative learning and consolidation abilities in adults with developmental language disorder (DLD) relative to their typical language (TD) peers. Method A total of 100 young adults (age 18-24 years) with ( = 21) and without ( = 79) DLD participated across two sites. Performance measures on a recognition memory task and a serial reaction time task were used to assess declarative and procedural memory, respectively.

Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder.

Specific reading comprehension deficit (S-RCD) and developmental language disorder (DLD) are both commonly occurring developmental disorders of language. The ways in which these disorders do and do not overlap during childhood are a matter of debate (Nation & Norbury, 2005). Moreover, in both populations, the challenges faced by individuals in adulthood are understudied.

A case for the role of memory consolidation in speech-motor learning.

This review will explore the role of memory consolidation in speech-motor learning. Existing frameworks of speech-motor control account for the protracted time course of building the speech-motor representation. These perspectives converge on the speech-motor representation as a multimodal unit that is comprised of auditory, motor, and linguistic information.

Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language.

Declarative memory abilities may be important for children who are learning to read in a second language. In the present study, we investigated declarative memory in a recognition memory task in 7-to-13-year-old, Kannada native-speaking, good ( = 22) and poor ( = 22) readers of English, in Karnataka, India. Recognition memory was tested shortly (∼10 min) after encoding (day 1) and again on the next (day 2).

Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia.

Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; [5th ed.; ]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college.

The impact of expressive language development and the left inferior longitudinal fasciculus on listening and reading comprehension.

Background: During the first 3-years of life, as the brain undergoes dramatic growth, children begin to develop speech and language. Hallmarks of this progression are seen when children reach developmental milestones, forming the foundation of language. Expressive language milestones, such as the production of a child's first word, are delayed in 5-8% of children.

The Neurocognition of Developmental Disorders of Language.

Developmental disorders of language include developmental language disorder, dyslexia, and motor-speech disorders such as articulation disorder and stuttering. These disorders have generally been explained by accounts that focus on their behavioral rather than neural characteristics; their processing rather than learning impairments; and each disorder separately rather than together, despite their commonalities and comorbidities. Here we update and review a unifying neurocognitive account-the Procedural circuit Deficit Hypothesis (PDH).

Sleep Facilitates Generalisation of Accent Adaptation to a New Talker.

Lexically-guided phonetic retuning helps listeners adapt to the phonetic "fingerprint" of a talker. Previous findings show that listeners can generalise from one accented talker to another accented talker, but only for phonetically similar talkers. We tested whether sleep-mediated consolidation promotes generalisation across accented talkers who are phonetically similar.

Native phonological processing abilities predict post-consolidation nonnative contrast learning in adults.

This study examined the relationship between native phonological processing ability and the learning outcome of a trained nonnative (Hindi /ɖ/ - / d̪/) contrast. Participants were perceptually trained and assessed in the evening, and reassessed early the next morning. Native phonological processing ability did not predict the learning of the nonnative contrasts on Day 1.

Adults with Specific Language Impairment fail to consolidate speech sounds during sleep.

Specific Language Impairment (SLI) is a common learning disability that is associated with poor speech sound representations. These differences in representational quality are thought to impose a burden on spoken language processing. The underlying mechanism to account for impoverished speech sound representations remains in debate.

Exercise tolerance during VO testing is a multifactorial psychobiological phenomenon.

Fifty-nine men completed a VO test and a questionnaire to establish reasons for test termination, perceived exercise reserve (difference between actual test duration and the duration the individual perceived could have been achieved if continued until physical limitation), and perception of verbal encouragement. Participants gave between 1 and 11 factors as reasons for test termination, including leg fatigue, various perceptions of physical discomfort, safety concerns, and achievement of spontaneously set goals. The two most common main reasons were leg fatigue and breathing discomfort, which were predicted by pre-to-post test changes in pulmonary function (p = 0.

Perceptions of the Coach-Athlete Relationship Predict the Attainment of Mastery Achievement Goals Six Months Later: A Two-Wave Longitudinal Study among F. A. Premier League Academy Soccer Players.

All football teams that compete within the F. A. Premier League possess an academy, whose objective is to produce more and better home-grown players that are capable of playing professionally.

Sleep duration predicts behavioral and neural differences in adult speech sound learning.

Sleep is important for memory consolidation and contributes to the formation of new perceptual categories. This study examined sleep as a source of variability in typical learners' ability to form new speech sound categories. We trained monolingual English speakers to identify a set of non-native speech sounds at 8PM, and assessed their ability to identify and discriminate between these sounds immediately after training, and at 8AM on the following day.

Empirical Implications of Matching Children With Specific Language Impairment to Children With Typical Development on Nonverbal IQ.

This study determined the effect of matching children with specific language impairment (SLI) and their peers with typical development (TD) for nonverbal IQ on the IQ test scores of the resultant groups. Studies published between January 2000 and May 2012 reporting standard nonverbal IQ scores for SLI and age-matched TD controls were categorized into those that matched and did not match children with SLI and TD on nonverbal IQ. We then compared the nonverbal IQ scores across matching criterions within each diagnostic category.