On the Relation between Procedural Learning and Syntactic Proficiency in Gifted Children

Autor/inn/en	Spit, Sybren; Rispens, Judith
Titel	On the Relation between Procedural Learning and Syntactic Proficiency in Gifted Children
Quelle	In: Journal of Psycholinguistic Research, 48 (2019) 2, S.417-429 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-018-9611-6
Schlagwörter	Syntax; Gifted; Talent; Memory; Phrase Structure; Task Analysis; Language Processing; Psycholinguistics; Language Proficiency; Language Aptitude; Children; Adolescents; Reaction Time; Serial Ordering; Correlation; Metalinguistics; Social Environment + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Begabung; Hochbegabung; Gedächtnis; Phrasenstruktur; Aufgabenanalyse; Sprachverarbeitung; Psycholinguistik; Language skill; Language skills; Sprachkompetenz; Sprachbegabung; Spracheignung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reaktionsvermögen; Ordnen; Ordnungsstruktur; Ordnungssystem; Korrelation; Metalanguage; Metasprache; Soziales Umfeld
Abstract	Gifted children are described as very talented children who achieve more than their age mates in one or more domains (Steiner and Carr in Educ Psychol Rev 15(3):215-246, 2003). These children potentially share a cognitive advantage enabling them to excel in language, but also in other domains. In the present study we explored whether gifted children have a relatively advanced procedural memory. We further investigated the relation between procedural memory and complex syntactic comprehension. 25 gifted children and as many non-gifted children between ages 8 and 13 were administered a serial reaction time (SRT) task and a relative clause comprehension task. Results from the SRT task showed no significant difference between gifted children and their TD peers, whereas gifted children showed significant better comprehension of object relative clauses. No significant correlations were found between the two tasks. There was thus no evidence that gifted children excel in procedural memory. Possibly some other factor, such as meta-linguistic knowledge or a beneficial social environment, contributed to their advanced linguistic comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01