Literaturnachweis - Detailanzeige
| Autor/inn/en | Atwell, Julie A.; Conners, Frances A.; Merrill, Edward C. |
|---|---|
| Titel | Implicit and Explicit Learning in Young Adults with Mental Retardation. |
| Quelle | In: American Journal on Mental Retardation, 108 (2003) 1, S.56-68 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0895-8017 |
| Schlagwörter | Adult Education; Cognitive Processes; Individual Characteristics; Intelligence Differences; Learning Problems; Learning Processes; Mental Retardation; Recall (Psychology); Secondary Education; Symptoms (Individual Disorders); Young Adults Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cognitive process; Kognitiver Prozess; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernproblem; Learning process; Lernprozess; Geistige Behinderung; Abberufung; Sekundarbereich; Psychiatrische Symptomatik; Young adult; Junger Erwachsener |
| Abstract | Young adults with (n=34) and without (n=41) mental retardation completed a sequence-learning and identification task. For some, sequences were constructed following an artificial grammar. Explicit learning was determined by ability to learn and identify random sequences, implicit learning by the tendency to identify incorrectly new grammatical sequences as seen before, relative to new nongrammatical sequences. (Contains references.) (Author/CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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