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dc.contributor.authorBogaerts, L.
dc.contributor.authorSzmalec, A.
dc.contributor.authorHachmann, W.M.
dc.contributor.authorPage, M.P.A.
dc.contributor.authorWoumans, E.
dc.contributor.authorDuyck, W.
dc.date.accessioned2015-02-02T09:48:13Z
dc.date.available2015-02-02T09:48:13Z
dc.date.issued2015-02
dc.identifier.citationBogaerts , L , Szmalec , A , Hachmann , W M , Page , M P A , Woumans , E & Duyck , W 2015 , ' Increased susceptibility to proactive interference in adults with dyslexia? ' , Memory , vol. 23 , no. 2 , pp. 268-277 . https://doi.org/10.1080/09658211.2014.882957
dc.identifier.issn0965-8211
dc.identifier.otherPURE: 2813780
dc.identifier.otherPURE UUID: 47615e52-4269-4e3c-b2e5-75c6713735d2
dc.identifier.otherScopus: 84922215030
dc.identifier.urihttp://hdl.handle.net/2299/15328
dc.description.abstractRecent findings show that people with dyslexia have an impairment in serial-order memory. Based on these findings, the present study aimed to test the hypothesis that people with dyslexia have difficulties dealing with proactive interference (PI) in recognition memory. A group of 25 adults with dyslexia and a group of matched controls were subjected to a 2-back recognition task, which required participants to indicate whether an item (mis)matched the item that had been presented 2 trials before. PI was elicited using lure trials in which the item matched the item in the 3-back position instead of the targeted 2-back position. Our results demonstrate that the introduction of lure trials affected 2-back recognition performance more severely in the dyslexic group than in the control group, suggesting greater difficulty in resisting PI in dyslexia.en
dc.language.isoeng
dc.relation.ispartofMemory
dc.rightsOpen
dc.titleIncreased susceptibility to proactive interference in adults with dyslexia?en
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionPsychology
dc.contributor.institutionLearning, Memory and Thinking
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Life and Medical Sciences
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2015-02
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/09658211.2014.882957
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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