Implicit Sequence Learning Is Preserved in Dyslexic Children

Autor/inn/en	Inácio, Filomena; Faísca, Luís; Forkstam, Christian; Araújo, Susana; Bramão, Inês; Reis, Alexandra; Petersson, Karl Magnus
Titel	Implicit Sequence Learning Is Preserved in Dyslexic Children
Quelle	In: Annals of Dyslexia, 68 (2018) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inácio, Filomena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-0158-x
Schlagwörter	Dyslexia; Grammar; Task Analysis; Matched Groups; Control Groups; Reading Skills; Age Differences; Color; Classification; Tests; Sequential Learning; Reading Difficulties; Comparative Analysis + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Grammatik; Aufgabenanalyse; Reading skill; Lesefertigkeit; Age; Difference; Age difference; Altersunterschied; Colour; Farbbezeichnung; Farbe; Classification system; Klassifikation; Klassifikationssystem; Examination; Prüfung; Examen; Didaktische Sequenzierung; Lernsequenz; Reading difficulty; Leseschwierigkeit
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01