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ERIC Number: EJ932173
Record Type: Journal
Publication Date: 2011-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0141-0423
Are Implicit Learning Abilities Sensitive to the Type of Material to Be Processed? Study on Typical Readers and Children with Dyslexia
Perlant, Aurelie Simoes; Largy, Pierre
Journal of Research in Reading, v34 n3 p298-314 Aug 2011
This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with the written word (8- vs 10-year-olds) on the one hand, and between typical readers and children with dyslexia, on the other hand. Experiment 1 confirms the efficiency of implicit sequence learning in typical readers regardless of the nature of the item being tracked. Experiment 2 indicates that the sequence learning of children with dyslexia is sensitive to the nature of the target. Children with dyslexia show differences in the evolution of response times according to the nature of the item to be tracked.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A