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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Substance Use and Misuse on 15/01/2016, available online: http://www.tandfonline.com/doi/full/10.3109/10826084.2015.1073322

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Dyslexia and substance use in a university undergraduate population

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Dyslexia and substance use in a university undergraduate population. / Wilcockson, Thomas; Pothos, Emmanuel; Fawcett, Angela.

In: Substance Use and Misuse, Vol. 51, No. 1, 01.2016, p. 15-22.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Wilcockson, T, Pothos, E & Fawcett, A 2016, 'Dyslexia and substance use in a university undergraduate population', Substance Use and Misuse, vol. 51, no. 1, pp. 15-22. https://doi.org/10.3109/10826084.2015.1073322

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Vancouver

Author

Wilcockson, Thomas ; Pothos, Emmanuel ; Fawcett, Angela. / Dyslexia and substance use in a university undergraduate population. In: Substance Use and Misuse. 2016 ; Vol. 51, No. 1. pp. 15-22.

Bibtex

@article{6de083c0cb2141d8b450e4005236013e,
title = "Dyslexia and substance use in a university undergraduate population",
abstract = "Background: A number of cognitive deficits are associated with dyslexia. However, only a limited amount of research has been performed exploring a putative link between dyslexia and substance use. As substance use is thought to involve a cognitive component, it is possible that the pattern of substance use would be different for dyslexic participants, when compared to nondyslexic controls. During the current study, a guiding hypothesis was that people with dyslexia would demonstrate less substance use than nondyslexic controls. Theories of memory activation, automaticity, and attentional bias in substance use suggest that cognitive components of substance use are important in the development and maintenance of continued substance use and it is thought that, at least some of these components, would be impaired in a dyslexic population. Objectives: If the cognitive deficits displayed by dyslexics somehow impair the development of cognitive components of substance use, substance use for dyslexic participants may be less pronounced. This paper therefore examines this hypothesis by comparing substance use within dyslexic and nondyslexic participants, from an undergraduate population. Methods: This was an exploratory questionnaire-based study. Dyslexic participants (n = 35) were compared to control participants (n = 62) on a series of questions designed to measure their substance use history. Results: The results provided preliminary evidence of a difference between dyslexic and nondyslexic substance use. Dyslexics reported a substance use history that was significantly lower than nondyslexic controls. Conclusions/Importance: These results are interpreted in terms of cognitive deficits within dyslexia and with reference to the cognitive model of substance use.",
keywords = "Dyslexia, substance use, attentional bias, automaticity, memory activation",
author = "Thomas Wilcockson and Emmanuel Pothos and Angela Fawcett",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis Group in Substance Use and Misuse on 15/01/2016, available online: http://www.tandfonline.com/doi/full/10.3109/10826084.2015.1073322",
year = "2016",
month = jan,
doi = "10.3109/10826084.2015.1073322",
language = "English",
volume = "51",
pages = "15--22",
journal = "Substance Use and Misuse",
issn = "1082-6084",
publisher = "Informa Healthcare",
number = "1",

}

RIS

TY - JOUR

T1 - Dyslexia and substance use in a university undergraduate population

AU - Wilcockson, Thomas

AU - Pothos, Emmanuel

AU - Fawcett, Angela

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis Group in Substance Use and Misuse on 15/01/2016, available online: http://www.tandfonline.com/doi/full/10.3109/10826084.2015.1073322

PY - 2016/1

Y1 - 2016/1

N2 - Background: A number of cognitive deficits are associated with dyslexia. However, only a limited amount of research has been performed exploring a putative link between dyslexia and substance use. As substance use is thought to involve a cognitive component, it is possible that the pattern of substance use would be different for dyslexic participants, when compared to nondyslexic controls. During the current study, a guiding hypothesis was that people with dyslexia would demonstrate less substance use than nondyslexic controls. Theories of memory activation, automaticity, and attentional bias in substance use suggest that cognitive components of substance use are important in the development and maintenance of continued substance use and it is thought that, at least some of these components, would be impaired in a dyslexic population. Objectives: If the cognitive deficits displayed by dyslexics somehow impair the development of cognitive components of substance use, substance use for dyslexic participants may be less pronounced. This paper therefore examines this hypothesis by comparing substance use within dyslexic and nondyslexic participants, from an undergraduate population. Methods: This was an exploratory questionnaire-based study. Dyslexic participants (n = 35) were compared to control participants (n = 62) on a series of questions designed to measure their substance use history. Results: The results provided preliminary evidence of a difference between dyslexic and nondyslexic substance use. Dyslexics reported a substance use history that was significantly lower than nondyslexic controls. Conclusions/Importance: These results are interpreted in terms of cognitive deficits within dyslexia and with reference to the cognitive model of substance use.

AB - Background: A number of cognitive deficits are associated with dyslexia. However, only a limited amount of research has been performed exploring a putative link between dyslexia and substance use. As substance use is thought to involve a cognitive component, it is possible that the pattern of substance use would be different for dyslexic participants, when compared to nondyslexic controls. During the current study, a guiding hypothesis was that people with dyslexia would demonstrate less substance use than nondyslexic controls. Theories of memory activation, automaticity, and attentional bias in substance use suggest that cognitive components of substance use are important in the development and maintenance of continued substance use and it is thought that, at least some of these components, would be impaired in a dyslexic population. Objectives: If the cognitive deficits displayed by dyslexics somehow impair the development of cognitive components of substance use, substance use for dyslexic participants may be less pronounced. This paper therefore examines this hypothesis by comparing substance use within dyslexic and nondyslexic participants, from an undergraduate population. Methods: This was an exploratory questionnaire-based study. Dyslexic participants (n = 35) were compared to control participants (n = 62) on a series of questions designed to measure their substance use history. Results: The results provided preliminary evidence of a difference between dyslexic and nondyslexic substance use. Dyslexics reported a substance use history that was significantly lower than nondyslexic controls. Conclusions/Importance: These results are interpreted in terms of cognitive deficits within dyslexia and with reference to the cognitive model of substance use.

KW - Dyslexia

KW - substance use

KW - attentional bias

KW - automaticity

KW - memory activation

U2 - 10.3109/10826084.2015.1073322

DO - 10.3109/10826084.2015.1073322

M3 - Journal article

VL - 51

SP - 15

EP - 22

JO - Substance Use and Misuse

JF - Substance Use and Misuse

SN - 1082-6084

IS - 1

ER -