Dyslexic individuals exhibit slow reaction times (RTs) in Rapid Automatized Naming (RAN) tasks. Using hierarchical Bayesian meta-analysis, we asked whether slower processing in dyslexia extends beyond RAN to include RT-based motor-skills and nonverbal tasks (simple, choice, interference control). Following a systematic review, we identified studies comparing dyslexic and age-matched neurotypical groups on RT-based tasks. For RAN, we restricted study selection to letter-naming tasks (30 studies [k], 37 effects [m]), and found a large slowing effect in dyslexia (

A great deal of research has compared monolingual and bilinguals on conflict resolution tasks, with inconsistent findings: Some studies reveal a bilingual advantage on global RTs, some reveal a bilingual advantage on interference cost, and some show no advantage. We report a meta-analysis of 73 comparisons (N = 5538), with estimates of global RTs and interference cost for each study. Results revealed a moderately significant effect size that was not moderated by type of cost (global RT or interference cost) or task. Age interacted with type of cost, showing a pattern difficult to reconcile with theories of bilingualism and executive control. Additionally there was a significant main effect of lab, which might be due to sociolinguistic differences in samples, data treatment and methodology, or Hawthorne effects.

In today’s politically polarized environment, college students need strategies to discern trustworthy information. Educational interventions have had modest success in teaching students to fact-check online information using lateral reading, i.e., leaving the original content to investigate information sources and claims. College students (N = 157, M = 20.2 years (SD = 4.0), 61.8% F) completed a semester-long online curriculum teaching fact-checking via lateral reading. Students made gains in their lateral reading attitudes (i.e., preference for fact-checking using lateral reading strategies) and use of lateral reading. Preference predicted use at posttest, but not at pretest. At posttest, preference also partially mediated the effect of reading comprehension on use. The majority of students mentioned cognitive and/or contextual factors when explaining how the Internet contributes to political polarization, though their awareness of such factors did not increase post-intervention.

Research suggests individual differences in motor skills may be associated with reading ability in school-age children. This meta-analysis explored whether deficits in motor skills are evident in developmental dyslexia, using estimates from 33 studies (k) with 122 effects (m) from dyslexic and age-matched neurotypical samples (N dyslexia = 1248, M age = 11.6 years, range 7.0 to 25.3 years). An overall effect of moderate magnitude, g = –.52 [95% CI –.74; –.29], confirmed that motor skills are impaired in dyslexia. Meta-regression analyses indicated no significant effects of participant age or language. Subgroup analyses revealed significant group differences for tasks with nonlinguistic stimuli (k = 28, m = 83), e.g., pegboard task, g = –.46 [–.71; –.22], or linguistic stimuli (k = 10, m = 39), e.g., word copying task, g = –.66 [–1.09; –.24]. Effects were significant for groups with confirmed dyslexia diagnoses (k = 27, m = 103), g = –.56 [–.81; –.30], but not for groups identified as poor readers, (k = 6, m = 19), g = –.32 [–.93; .28]. Effects were significant for fine motor skills (k = 29, m = 106), g = –.61 [95% CI –.83; –.39], but not for gross motor or composite measures (k = 10, m = 16), g = –.26 [95% CI –.76; .24]. The results suggest that fine motor tasks might help to identify children at risk of dyslexia. Longitudinal research may further elucidate relations between motor and reading skills.

Variation in second language acquisition is evident from earliest stages. This study examined effects of learning tasks (retrieval practice, comprehension, verbal repetition) on comprehension of Turkish as a new language. Undergraduates (N = 156) engaged with Turkish spoken dialogues in a computer-assisted language learning session via Zoom, with learning tasks manipulated between-subjects. Participants completed pre/posttests assessing comprehension of Turkish number and case marking, a vocabulary test, and open-response questions gauging explicit awareness. The retrieval-practice group showed highest performance overall, after controlling for significant effects of nonverbal ability and pretest. For comprehension of number/case marking, the comprehension group performed comparably to the retrieval-practice group. For vocabulary comprehension, the verbal-repetition group performed comparably to the retrieval-practice group. Differential performance associated with learning tasks indicates benefits of testing and production and aligns with transfer-appropriate processing. As predicted by the noticing hypothesis, explicit awareness of number and case marking correlated with comprehension accuracy.