期刊名称：Revue de Neuropsychologie Neurosciences Cognitives et Cliniques
印刷版ISSN：2101-6739
电子版ISSN：2102-6025
出版年度：2011
卷号：3
期号：3
页码：141-146
DOI：10.1684/nrp.2011.0178
出版社：John Libbey Eurotext
摘要：Figures See all figures Authors Gérald Bussy , Sonia Krifi-Papoz , Laure Vieville , Charlotte Frenay , Aurore Curie , Christophe Rousselle , Christelle Rougeot , Vincent Des Portes , Vania Herbillon Service de neuropédiatrie, Hôpital Femme-Mère-Enfant, Hospices Civils de Lyon, Lyon, Cabinet d’orthophonie du Tholomé, Chaponnay, Cabinet d’orthophonie, Lyon, L2C2, Institut des sciences cognitives, Lyon, Institut des épilepsies de l’enfant et de l’adolescent, Hôpital Femme-Mère-Enfant, Hospices Civils de Lyon, Lyon, IME Rousseau – OVE, Vénissieux Key words: dyslexia, phonological disorder, visuo-attentional disorder, implicit learning, cerebellum DOI : 10.1684/nrp.2011.0178 Page(s) : 141-6 Published in: 2011 Dyslexia is a developmental disorder which affects reading and spelling learning of many children. A recent theory suggests that a phonological deficit with a comorbid disorder is the consequence of a cerebellar impairment. But this hypothesis is not applicable to developmental surface dyslexia which does not imply a phonological disorder. Thus, the aim of this study is to evaluate the relevance of an automatization deficit on two groups of dyslexic children: with or without phonological deficiency. In a classical version of the serial reaction time task (SRTT) related to motor sequence learning, both dyslexics groups have learned like the control group. However, children with surface dyslexia deficit require more repetition of the sequence in order to learn it. These findings suggest that implicit learning is intact in phonological dyslexia but altered in developmental surface dyslexia, which is a serious argument against the role of cerebellum on phonological skills.
