ArticlePloS one2013
Enhanced recognition memory after incidental encoding in children with developmental dyslexia.
Article in PloS one, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 28 papers, 3 of them syntheses that pooled it.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
28 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention.Neuroscience and biobehavioral reviews · 2022Pooled it
- Child first language and adult second language are both tied to general-purpose learning systems.Proceedings of the National Academy of Sciences of the United States of America · 2018Pooled it
- Procedural learning is impaired in dyslexia: evidence from a meta-analysis of serial reaction time studies.Research in developmental disabilities · 2013Pooled it
- The mosaic of experience: How individual differences in attention and working memory shape event segmentation.Cognitive research: principles and implications · 2026Review
- Memory Consolidation in Adults With and Without Developmental Language Disorder and Dyslexia.International journal for research in learning disabilities · 2026Article
- Towards a dynamic, comprehensive conceptualization of dyslexia.Annals of dyslexia · 2024Article
- Exploring brain plasticity in developmental dyslexia through implicit sequence learning.NPJ science of learning · 2024Article
- What does preferential viewing tell us about the neurobiology of recognition memory?Trends in neurosciences · 2024Article
- Article
- The effects of heritage multilingualism on foreign language learning: a comparison of children with typical language development and developmental language disorder.Frontiers in psychology · 2024Article
- The retrogenesis of age-related decline in declarative and procedural memory.Frontiers in psychology · 2023Article
- Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia.Psychonomic bulletin & review · 2022Article
- Developmental Dyslexia: Disorder or Specialization in Exploration?Frontiers in psychology · 2022Article
- Knowledge of Statistics or Statistical Learning? Readers Prioritize the Statistics of their Native Language Over the Learning of Local Regularities.Journal of cognition · 2022Article
- Overnight changes to dual-memory processes reflected in speech-perceptual performance.Attention, perception & psychophysics · 2022Article
- Early-life education may help bolster declarative memory in old age, especially for women.Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition · 2021Article
- Declarative Memory Predicts Phonological Processing Abilities in Adulthood.Frontiers in psychology · 2021Article
- Domain-General Learning and Memory Substrates of Reading Acquisition.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2020Article
- Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language.Frontiers in psychology · 2020Article
- Impaired sequential and partially compensated probabilistic skill learning in Parkinson's disease.Journal of neuropsychology · 2019Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Developmental dyslexia (DD) has previously been associated with a number of cognitive deficits. Little attention has been directed to cognitive functions that remain intact in the disorder, though the investigation and identification of such strengths might be useful for developing new, and improving current, therapeutical interventions. In this study, an old/new recognition memory paradigm was used to examine previously untested aspects of declarative memory in children with DD and typically developing control children. The DD group was not only not impaired at the task, but actually showed superior recognition memory, as compared to the control children. These findings complement previous reports of enhanced cognition in other domains (e.g., visuo-spatial processing) in DD. Possible underlying mechanisms for the observed DD advantage in declarative memory, and the possibility of compensation by this system for reading deficits in dyslexia, are discussed.
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Registered trials
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