Implicit Sequence Learning Is Preserved in Dyslexic Children
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| Title: | Implicit Sequence Learning Is Preserved in Dyslexic Children |
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| Language: | English |
| Authors: | Inácio, Filomena (ORCID |
| Source: | Annals of Dyslexia. Apr 2018 68(1):1-14. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Dyslexia, Grammar, Task Analysis, Matched Groups, Control Groups, Reading Skills, Age Differences, Color, Classification, Tests, Sequential Learning, Reading Difficulties, Comparative Analysis |
| DOI: | 10.1007/s11881-018-0158-x |
| ISSN: | 0736-9387 |
| Abstract: | This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups--one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2018 |
| Accession Number: | EJ1177967 |
| Database: | ERIC |
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| Abstract: | This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups--one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics. |
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| ISSN: | 0736-9387 |
| DOI: | 10.1007/s11881-018-0158-x |
