UMR 7320 : Bases, Corpus, Langage

This research proposal seeks to explore the intricate relationship between spatialization in memory, the spatial–positional association of response codes (SPoARC) effect, Hebb repetition learning, and dyslexia. Spatialization, predominantly observed in Westerners, entails mentally representing items in a left-to-right sequence, as studied in the context of working memory (Shaki & Fischer, 2009 ; van Dijck & Fias, 2011). Despite extensive investigation, the origin of this left-to-right organization remains unclear (Guida et al., 2018). The Mental Whiteboard Hypothesis (Abrahamse et al., 2014) posits a strong link between our ability to remember the order of information and our attention to space, suggesting that working memory relies on creating position markers, utilizing internal spatial attention, and retrieving necessary information. The SPoARC effect illustrates that response times vary based on item position, with faster left-hand responses for earlier items and faster right-hand responses for later items. On the other hand, the Hebb repetition effect examines how repetitive material presentation influences spatial memory consolidation over extended periods (Hebb,1961). This project aims to bridge the gap between short-term and long-term memory processes, investigating the temporal evolution of the SPoARC effect, the impact of dyslexia on spatialization processes, and the effect of Hebb repetition learning on spatialization. The study posits that Hebb repetition learning contributes to the chunking process, altering the spatialization effect over time. Chunking, seen in the repetition of items like the acronym XYZ, is explored in the context of dyslexia, a neurodevelopmental condition linked to deficits in visuospatial working memory (Vidyasagar & Pammer, 1999). This connection prompts intriguing questions about the potential role of spatialization in reading difficulties. The hypotheses suggest that the SPoARC effect diminishes over time due to chunking, spatialization aids long-term memory consolidation, dyslexic individuals exhibit a spatialization deficit, and the severity of dyslexia correlates with impaired Hebb learning. By examining dyslexia, the research aims to elucidate how long-term memory affects spatialization and to deepen understanding of the interplay between spatial memory, phonological deficits, and language disorders. The overarching goal is to study the continuum between short-term and long-term memory processes, offering insights into the adaptability and persistence of spatial memory representations over time. The results could have implications for educational interventions tailored to individuals with dyslexia and contribute to a nuanced understanding of the multifaceted factors influencing language disorders.