Learning of Grammar-Like Visual Sequences by Adults with and without Language-Learning Disabilities

Autor/inn/en	Aguilar, Jessica M.; Plante, Elena
Titel	Learning of Grammar-Like Visual Sequences by Adults with and without Language-Learning Disabilities
Quelle	In: Journal of Speech, Language, and Hearing Research, 57 (2014) 4, S.1394-1404 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2014_JSLHR-L-13-0124
Schlagwörter	Grammar; Adults; Language Impairments; Learning Disabilities; Attention; Visual Stimuli; Auditory Stimuli; Cognitive Processes + Suchen Sie Ihr Suchwort? Grammatik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung; Aufmerksamkeit; Auditive Stimulation; Cognitive process; Kognitiver Prozess
Abstract	Purpose: Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. Method: In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., "groom" + "clean") along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task. Results: In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase. Conclusion: The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10