Investigation of the mediating role of implicit learning in the relationship between spatial cueing and visual search with students' dyslexia in the second language

Ghaffari, Mozaffar; Narimani, Mohammad; Hazrati, Yousef; Jaberian, Hadi

doi:10.22098/jld.2024.13347.2106

Investigation of the mediating role of implicit learning in the relationship between spatial cueing and visual search with students' dyslexia in the second language

Document Type : Research Paper

Authors

¹ Assistant Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Payame Noor University(PNU), Tehran, Iran

² Distinguished Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

³ Assistant Professor, Department of Linguistics, Faculty of Literature and Humanities, Payame Noor University, Tehran, Iran.

⁴ Department of Humanities, Faculty of English Language and Literature, Azarbayjan Shahid Madani University, Tabriz, Iran.

10.22098/jld.2024.13347.2106

Abstract

Objective: The present research was conducted with the aim of investigation of the mediating role of implicit learning in the relationship between spatial cueing and visual search with students' dyslexia in the second language.
Methods: The method of the current research was path analysis correlation. Participants were selected from among the students of the first secondary schools of Tabriz in 2022 through purposive sampling. To collect data, the dyslexia subscale of the Colorado learning disability questionnaire and Coglab software were used. To determine the significance of the mediating relationships of the model, Bootstrap and Sobel tests were used in Amos software and SPSS version 24.
Resuts: The results showed that the variables of implicit learning, spatial cueing and visual search played a role in explaining the students' second language dyslexia model which in total, 49% of the variance of second language dyslexia was explained through model variables. The direct effect of implicit learning (-0.47) and visual search (-0.34) was significant in estimating students' second language dyslexia. But the direct effect of spatial cueing was not significant at the 5% level. The indirect effect of visual search (t-value = 2.08) and spatial cueing (t-value = 1.98) was significant (P < 0.05) with the mediation of the mediating role of implicit learning.
Conclusion: Considering the role of spatial cueing, implicit learning and visual search in explaining the model of students' dyslexia, it seems that students' dyslexia can be resolved by strengthening spatial marking, implicit learning and visual search.

Keywords

Main Subjects

Specific learning disability

References

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