Autor(es): Soares, Ana Paula ; Gutiérrez-Domínguez, Francisco-Javier ; Vasconcelos, Margarida ; Oliveira, Helena M. ; Tomé, David ; Lousada, Marisa ; Jiménez, Luis
Data: 2022
Identificador Persistente: http://hdl.handle.net/10400.22/23938
Origem: Repositório Científico do Instituto Politécnico do Porto
This project has the grant POCI-01-0145-FEDER-028212, started in June of 2019 ending in May of 2022, with researchers from ESS | P. PORTO, University of Minho and University of Aveiro. Aims to analyze the neurocognitive correlates of implicit-explicit learning mechanisms in preschool specific-learning impairment (SLI) children and to track their developmental trajectories until they enter primary school. Studies aiming to explore the nature and dynamics of procedural memory-declarative memory functioning in SLI using brain techniques and following the same children on time are inexistent. This project aims to address these issues by combining an artificial grammar paradigm with ERPs in a longitudinal design, which will contribute not only to clarify the role of procedural memory deficits-declarative memory compensation on SLI, but also to the development of effective intervention programs for children who are at risk of dyslexia
