The Role of Feedback in Implicit and Explicit Artificial Grammar Learning: A Comparison between Dyslexic and Non-Dyslexic Adults

Autor/inn/en	Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani
Titel	The Role of Feedback in Implicit and Explicit Artificial Grammar Learning: A Comparison between Dyslexic and Non-Dyslexic Adults
Quelle	In: Annals of Dyslexia, 67 (2017) 3, S.333-355 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-017-0147-5
Schlagwörter	Feedback (Response); Grammar; Comparative Analysis; Adults; Memorization; Experiments; Instruction; Dyslexia; Learning Processes + Suchen Sie Ihr Suchwort? Grammatik; Gedächtnistraining; Erprobung; Teaching process; Unterrichtsprozess; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Learning process; Lernprozess
Abstract	The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01