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ERIC Number: EJ1156557
Record Type: Journal
Publication Date: 2017-Jul
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0736-9387
Effect of Chunk Strength on the Performance of Children with Developmental Dyslexia on Artificial Grammar Learning Task May Be Related to Complexity
Schiff, Rachel; Katan, Pesia; Sasson, Ayelet; Kahta, Shani
Annals of Dyslexia, v67 n2 p180-199 Jul 2017
There is a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants' performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments. By contrast, dyslexic children and reading-level-matched controls' performance reflected knowledge of chunk strength only under the low topological entropy condition. In the low topological entropy grammar system, they appeared completely unable to utilize chunk strength to make appropriate test item selections. In line with previous research, this study suggests that for typically developing children, it is the chunks that are attended during artificial grammar learning and create a foundation on which implicit associative learning mechanisms operate, and these chunks are unitized to different strengths. However, for children with dyslexia, it is complexity that may influence the subsequent memorability of chunks, independently of their strength.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A