{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T14:20:14Z","timestamp":1790778014296,"version":"4.1.0"},"reference-count":48,"publisher":"American Speech Language Hearing Association","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Am J Speech Lang Pathol"],"published-print":{"date-parts":[[2017,11,8]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>The present study investigated the onset of statistical learning and examined whether the number of exposures to a repeated sequence influences the learning performance of children with dyslexia on a serial reaction time task.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>Three groups of children (29 with dyslexia, 29 age-matched controls, and 30 reading level\u2013matched controls) were administered a serial reaction time task, and their statistical learning performances after a small and a large number of exposures (40 vs. 180 exposures) were recorded and compared.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>Children with dyslexia showed impaired statistical learning after a small number of exposures to a sequence, but intact statistical learning after a large number of exposures. In contrast, the age-matched and reading level\u2013matched control groups showed intact statistical learning after both small and large numbers of exposures. Children with dyslexia also exhibited a slower learning rate than either control group.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusion<\/jats:title>\n            <jats:p>These results suggest that the amount of exposure to statistical patterns influences statistical learning performance in children with dyslexia.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2017_ajslp-15-0190","type":"journal-article","created":{"date-parts":[[2017,8,10]],"date-time":"2017-08-10T16:31:03Z","timestamp":1502382663000},"page":"1080-1091","source":"Crossref","is-referenced-by-count":18,"title":["Quantity Matters: Children With Dyslexia Are Impaired in a Small, but Not Large, Number of Exposures During Implicit Repeated Sequence Learning"],"prefix":"10.1044","volume":"26","author":[{"given":"Xinjie","family":"He","sequence":"first","affiliation":[{"name":"Division of Speech and Hearing Sciences, The University of Hong Kong, Pokfulam"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shelley Xiuli","family":"Tong","sequence":"additional","affiliation":[{"name":"Division of Speech and Hearing Sciences, The University of Hong Kong, Pokfulam"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2006\/068)"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15326942dn2901_3"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1551-6709.2011.01200.x"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.89.4.631"},{"key":"e_1_3_2_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-010-9227-1"},{"key":"e_1_3_2_7_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0142716412000173"},{"key":"e_1_3_2_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/13803390903313556"},{"key":"e_1_3_2_9_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2009\/07-0189)"},{"key":"e_1_3_2_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuropsychologia.2012.06.014"},{"key":"e_1_3_2_11_1","doi-asserted-by":"publisher","DOI":"10.1044\/2015_JSLHR-L-14-0324"},{"key":"e_1_3_2_12_1","volume-title":"TVPS-R: Test of Visual-Perceptual Skills (non-motor)\u2013Revised","author":"Gardner M. 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