یادگیری توالی حرکتی ضمنی در نارساخوانی ادراکی و زبانشناختی: آزمون فرضیه نقص خودکاری

حسینی لر، فخرالسادات (1384). مقایسۀ مهارتهای واج شناختی در دو زیرگروه ادراکی و زبانی نارساخوانی. پایان نامۀ کارشناسی ارشد روانشناسی، دانشگاه شهید بهشتی.

حکمتی، عیسی (1388). یادگیری توالی حرکتی صریح  و ضمنی  در دانش آموزان  ابتدایی مبتلا به نارساخوانی و عادی. پایان نامه کارشناسی ارشد روانشناسی، دانشگاه شهید بهشتی.

حکمتی، عیسی؛ پوراعتماد، حمیدرضا؛ نجاتی، وحید (1391). نقص یادگیری توالی حرکتی ضمنی در کودکان نارساخوان. فصلنامه روان­شناسی کاربردی، شماره 3 (23): 41-27.

شهیم، شیما (1385). راهنمای آزمون هوش وکسلر کودکان. شیراز: انتشارات دانشگاه شیراز.

مارنات- گراث، گری (2003). راهنمای سنجش روانی برای روانشناسان بالینی، مشاوران و روانپزشکان. ترجمۀ حسن پاشا شریفی و محمدرضا نیکخو (1384). تهران: انتشارات سخن. 

میکائیلی منیع، فرزانه؛ فراهانی، محمد نقی (1385). آیا مدل پردازش واج شناختی برای تبیین نارساخوانی در دانش آموزان نارساخوانی در دانش آموزان دوزبانۀ عادی و نارساخوان دبستانی مناسب است؟ پژوهش در حیطۀ کودکان استثنایی، سال ششم، شمارۀ 3: 768-735.

نجاتی، وحید؛ عشایری، حسن؛ گروسی فرشی، میر تقی؛ اقدسی، محمد تقی (1386). وابستگی به توجه در یادگیری ضمنی توالی حرکتی در جوانان و سالمندان. فصلنامۀ علمی- پژوهشی فیض، دورۀ یازدهم، شمارۀ 2: 59-53.

American Psychiatric Association. (2013). Cautionary statement for forensic use of DSM-5. In Diagnostic and statistical manual of mental disorders (5th ed.).

Bakker, D.J. (1992). Neuropsychological Classification and Treatment of Dyslexia. Journal of Learning Disabilities, 25 (2): 102-109.

Bakker, D.J., Bouma, A., & Gardien, C.J. (1990).  Hemisphere-Specific Treatment of Dyslexia Subtypes: a field of experiment. Journal of Learning Disabilities, 23: 433-438.

Bakker, D.J., Van Strein, J.W., Licht, R., & Smit-Glaude, S.W.D. (2007). Cognitive brain potentials in kindergarten children with subtyped risks of reading retardation. Annals of Dyslexia, 57:99-111.

Cleeremans, A., Destrebecqz, A. Boyer, M. (1998). Implicit learning: news from the front. Trends in Cognitive Science, 10(2): 406-416.

Cleermans, A. (1997). Principles for implicit learning. Oxford University press.

Destrebeqez, A., Peigneux, P., Laureys, S., Deugeldre, C., DelFiore, G. & et al. (2003). Cerebral correlates of explicit sequence learning. Brain Research: Cognitive Brain Research, 16(3): 391-398. 

Destrebeqez, A., Peigneux, P., Laureys, S., Deugeldre, C., DelFiore, G. & et al. (2005). The neural correlates of implicit and explicit sequence learning: interacting networks revealed by the process dissociation. Learning and Memory, 12(5): 480-490. 

Dryer, R., Beale, I.L., & Lambert, A.J. (1999). The Balance Model of Dyslexia and Remedial training: An Evaluation Study. Journal of Learning disabilities, 32 (2): 174-186.

Folia, V., Udden, J., Forkstam, C, Ingvar, M., Haggort, P., Petersson, KM. (2008). Implicit learning and dyslexia. Annals of the New York Academy of Sciences, 1145: 132-150.

Henderson, L. M., & Warmington, M. (2017). A sequence learning impairment in dyslexia? It depends on the task. Research in Developmental Disabilities, 60: 198–210.

Howard, J. H., Howard, D. V., Japikse, K. C., Eden, G. F. (2006). Dyslexic are impaired in implicit higher-order Sequence learning, but not on implicit spatial context learning. Neuropschologia 44: 1131-1144.

Jimenez, L., Vaquero, J. M., & Lupianez, J. (2006). Qualitative difference between implicit and explicit sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 32(3): 475-490. 

Jiménez-Fernández, G., Vaquero, J. M., Jiménez, L., & Defior, S. (2011). Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing. Annals of Dyslexia, 61(1): 85–110.

Kappers, E.J. (1997). Outpatient Treatment of Dyslexia through Stimulation of the Cerebral Hemispheres. Journal of Learning disabilities, 30 (1): 100-125. 

Kelly, S. W., Griffith, S., Erith, U. (2002). Evidence for implicit sequence learning in dyslexia. Dyslexia, 8(1): 43-52.

Lorusso, M.L., Facoetti, A., and Bakker, D. J. (2011). Neuropsychological Treatment of Dyslexia: Dose Type of Treatment Matter? Journal of Learning Disabilities, 44 (2): 136-149.

Masutto, C., Braver, L., Fabbro, F. (1994). Neurolinguistic Differenation of Children with Subtypes of Dyslexia. Journal of Learning Disabilities, 27 (8): 520-526.

Menghini, D., Hagberg, G. E., Caltagirone, C., Petrosini, L., Vicari, s. (2006). Implicit learning deficits in dyslexic adults:  An fMRI Study. NeuroImage, 33: 1218-1226.

Nicolson, R. I., & Fawccet, A. J. (1999). Developmental dyslexia: the role of cerebellum. Dyslexia, 5: 155-177.

Nicolson, R. I., Fawcett, A. J., Brookes, R. L., & Needle, J. (2010). Procedural learning and dyslexia. Dyslexia, 16(3): 194–212

Nissen, M. L. & Bullmer, P. (1997). Intentional requirement of learning: evidence from performance measures. Cognitive Psychology, 19: 1-32.

Orban, P., Lunagu, O., & Doyon, J. (2008). Motor sequence learning and developmental dyslexia. Annals of the New York Academy of Sciences, 1145: 151-172.

Peigneus, P., Maquet, P., Meulemans, T., Destrebecqz, A., Lauereys, S. et al (2000). Striatum forever, despite sequence learning variability: a random effect analysis of PET data. Human Brain Mapping, 10(4): 179-194.

Rabertson, J., & Bakker, D.J. (2002). The balance model of reading and dyslexia. In G Reid and J. Wearmouth (Eds). Dyslexia and Literacy: Theory and Practice. Chichester, UK: Jon Wiley & Sons.

Roodenrys, S., & Dunn, N. (2008). Unimpaired Implicit Learning in children with Developmental Dyslexia. Dyslexia, 14: 1-15.

Russeler, J., Gerth, I., & Munte, F. T. (2006). Implicit learning is intact in adult developmental dyslexic reader: Evidence from Serial Reaction Time Task and Article Grammar Learning. Journal of Clinical and Experimental Neuropsychology, 28: 808-827.  

Seidler, R. D., Purushotham, A., Kim, S. G., Ugurbil, K., Wilingham, D., & Ashe, J. (2005). Neural correlate of encoding and expression in implicit sequence learning. Experimental Brain Research, 165(1): 114-124.

Staels, E., & Van den Broeck, W. (2017). A specific implicit sequence learning deficit as an underlying cause of dyslexia? Investigating the role of attention in implicit learning tasks. Neuropsychology, 31(4), 371–382.

Thomas, K. M., Hunt, R. H., Vizueta, N., Sommer, T., Durston, S., et al (2004). Evidence of developmental difference in implicit sequence learning: An fMRI study of children and adults. Journal of Cognitive Neuroscience, 16(8): 1339-1351.

Vakil, E., Lowe, M., & Goldfus, C. (2013). Performance of children with developmental dyslexia on two skill learning tasks—Serial reaction time and Tower of Hanoi puzzle: A test of the specific procedural learning difficulties theory. Journal of Learning Disabilities, 48(5), 471–481.

Van der Kleij, S. W., Groen, M. A., Segers, E., & Verhoeven, L. (2019). Sequential implicit learning ability predicts growth in reading skills in typical readers and children with dyslexia. Scientific Studies of Reading, 23(1): 77–88

Van Strien, J.W., Stolk, B.D., & Zuiker, S. (1995). Hemisphere-Specific Treatment of Dyslexia Subtypes: Better Reading with Anxiety-Laden Words? Journal of Learning disabilities, 28 (1): 30-34.

Vicari, S., Finzi, A., Menghini, D., Marotta, L., Baldi, S & Petrosini, L. (2005). Do children with developmental dyslexia have an implicit learning deficit? Journal of Neurology, Neurosurgery, and Psychiatry, 76: 1392-1397.

Vicari, S., Marotta, L., Molinari, M., & Petrosini, L. (2003). Implicit learning deficit in children with developmental dyslexia. Neuropsychologia, 41(1): 108-114.  

Waber, D. P., Marcus, D. J., Forbes, P. W., Bellinger, D. C., Weiler, M. D., Sorenson, L. G., et al (2003). Motor sequence learning and reading ability: is poor reading associated with sequencing deficit? Journal of Experimental Child Psychology, 84(4): 338-354.