Rate of learning and asymptotic performance in an automatization task and the relation to reading.

In the present study, direct evidence was sought linking cognitive automatic processing with reading in the general adult population. Reading speed on single-task performance and dual-task performance were compared. A total of 18 adults without dyslexia participated (7 men and 11 women, age M=25.3 yr., SD=2.7). Participants initially were trained in single-task mode on two types of tasks. The first was a central alphanumeric equation task (true or false), which comprised 3 subtests of increasing difficulty, ranging from an easily automated task to a varied and unpredictable mathematical operation. The second task was a peripheral pattern subitization task for which stimulus exposure time was related to performance. Finally, participants received dual-task training, which required simultaneous processing of both tasks. Slower reading speed was significantly related to rate of learning and speed of performance on predictable alphanumeric operations in dual-task conditions. There was no effect of reading speed on performance in the varied alphanumeric task. Faster readers were no better than slower readers on the pattern-subitization task. These findings suggest that faster readers automatized the predictable alphanumeric task more rapidly than slower readers and hence were better able to cope with the dual-task condition.