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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 Hits 21 – 40 of 134 21 Developing Production Skills through Implicit Learning ... Bovolenta, Giulia. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 22 Arabic Diacritics and Their Role in Facilitating Reading Speed, Accuracy, and Comprehension by English L2 Learners of Arabic Midhwah, Ali Al; Alhawary, Mohammad T.. - : Lawrence Erlbaum, 2020. : Wiley Periodicals, Inc., 2020 BASE Show details 23 Implicit learning of distributional patterns in linguistic and non-linguistic sequence production Anderson, Nathaniel David. - 2020 BASE Show details 24 Incidental L2 vocabulary learning: Recent developments and implications for future research Thomas, Nathan. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020 BASE Show details 25 The Role of Neural Entrainment in Statistical Learning Mulgrew, Jordan-Jerrica In: Electronic Thesis and Dissertation Repository (2020) BASE Show details 26 Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning Soares, Ana Paula; Gutiérrez-Domínguez, Francisco-Javier; Vasconcelos, Margarida Fátima Gomes. - : Frontiers Media, 2020 BASE Show details 27 structural sensitivity of elicited imitation as a measure of implicit grammatical knowledge Hedayat Sarandi In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 2, Pp 265-284 (2020) (2020) BASE Show details 28 Research on Blended Teaching Mode of College English Based on Implicit Learning Theory XU, Qing In: Cross-Cultural Communication; Vol 16, No 2 (2020): Cross-Cultural Communication; 28-32 ; 1923-6700 ; 1712-8358 (2020) BASE Show details 29 Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive Jung, Ji-Yung. - 2019 BASE Show details 30 Nonnative implicit phonetic training in multiple reverberant environments. Vlahou, Eleni; Seitz, Aaron R; Kopčo, Norbert In: Attention, perception & psychophysics, vol 81, iss 4 (2019) BASE Show details 31 Understanding Semantic Implicit Learning through distributional linguistic patterns: A computational perspective ... Alikaniotis, Dimitrios. - : Apollo - University of Cambridge Repository, 2019 BASE Show details 32 Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive ... Jung, Ji-Yung. - : Columbia University, 2019 BASE Show details 33 Neurophysiological Mechanisms of Statistical Learning in Adults with and without Reading Disorders Singh, Sonia In: Psychology Dissertations (2019) BASE Show details 34 Investigating the mechanisms of verb bias learning Kelley, Amanda C.. - 2019 BASE Show details 35 Understanding Semantic Implicit Learning through distributional linguistic patterns: A computational perspective Alikaniotis, Dimitrios. - : University of Cambridge, 2019. : Downing, 2019 BASE Show details 36 A Single Paradigm for Implicit and Statistical Learning Monaghan, Padraic; Schoetensack, Christine; Rebuschat, Patrick. - : John Wiley and Sons Inc., 2019 BASE Show details 37 Aprendizagem implícita em crianças com desordens especí­ficas de aprendizagem - DEA ; not informed Ardiles, Roseline Nascimento de. - : Biblioteca Digital de Teses e Dissertações da USP, 2019. : Universidade de São Paulo, 2019. : Instituto de Psicologia, 2019 Abstract: Diferenças no desenvolvimento cognitivo, em virtude do défice de memória e défice fonológico, dentre outros, são encontradas em crianças com desordem específica de aprendizagem-DEA, tais como a dislexia e a discalculia do desenvolvimento. Isso ocorre em função da comorbidade entre défices na matemática e realização de leitura, os quais podem ser responsáveis por um efeito negativo no desenvolvimento da Aprendizagem Implícita-AI. Esta se caracteriza por um sistema que possibilita ao sujeito, por exposição pertinente, encontrar regularidades no ambiente. Os paradigmas clássicos e mais recorrentes para avaliar a AI são a aprendizagem de gramática artificial (AGL) e o tempo de reação em tarefas seriadas (SRTT) que, por sua vez, evidenciam resultados variados. Este estudo investigou se perturbação no mecanismo da AI pode estar relacionada às dificuldades associadas à dislexia e a discalculia do desenvolvimento, por meio da AGL e SRTT. Foi também verificado qual paradigma desvela ser mais sensível para acessar a AI, e qual deles se associa com aprendizagem de leitura, escrita e aritmética dos sujeitos. Os paradigmas foram aplicados a dois grupos experimentais: i) com e sem dislexia do desenvolvimento do ensino fundamental (primeiro e segundo ciclo) de escola pública e particular; ii) com e sem discalculia do desenvolvimento do ensino fundamental (primeiro ciclo) de escola pública. Os dois grupos experimentais foram emparelhados conforme nível sócio econômico, rede de ensino, escolaridade, gênero, idade cronológica e dificuldades em leitura, escrita e aritmética. As crianças com dislexia e discalculia não apresentaram pertubações no processo da AI. O paradigma AGL revelou ser mais sensível para aferir processos implícitos, quando comparado com o paradigma SRTT; para identificar qualitativamente as diferenças no processo de aquisição da AI ocoridas entre o grupo com e sem dislexia; além de exibir maior associação entre aprendizagem de leitura/escrita e aritmética nos distintos grupos experimentais ; Differences in cognitive development, due to memory deficit and phonological deficit, among others, are found in children with specific learning disorder-DEA, such as dyslexia and developmental dyscalculia. This occurs because of the comorbidity between deficits in mathematics and reading performance, which may be responsible for a negative effect on the development of Implicit Learning-AI. This is characterized by a system that enables the subject, by pertinent exposure, to find regularities in the environment. The classic and most recurrent paradigms to evaluate AI are the learning of artificial grammar (AGL) and the reaction time in serial tasks (SRTT), which, in turn, show varied results. This study investigated whether the AI mechanism may be related to the difficulties associated with dyslexia and developmental dyscalculia by means of FFA and TRTS. It was also verified which paradigm reveals to be more sensitive to access AI, and which of them is associated with subjects' learning of reading, writing and arithmetic. The paradigms were applied to two experimental groups: i) with and without dyslexia of the development of primary education (first and second cycle) in public and private schools; ii) with and without dyscalculia of the development of primary education (first cycle) in public schools. The two experimental groups were paired according to socioeconomic level, education network, education, gender, chronological age and difficulties in reading, writing and arithmetic. Children with dyslexia and dyscalculia did not present any problems in the AI process. The AGL paradigm revealed to be more sensitive to assess implicit processes, when compared to the SRTT paradigm; to identify qualitatively the differences in the process of acquisition of AI occurred between the group with and without dyslexia; besides showing a greater association between reading/writing and arithmetic learning in the different experimental groups Keyword: AGL; Aprendizagem implícita; Discalculia. AGL; Dislexia; Dyslexia,Discalculia; Implicit learning; SRTT URL: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-25112019-175022/ https://doi.org/10.11606/T.47.2019.tde-25112019-175022 BASE Hide details 38 Dynamicity in Speech Perception Clare, Emily J. - 2019 BASE Show details 39 Neural Entrainment Indexes Statistical Learning in Children Moreau, Christine In: Electronic Thesis and Dissertation Repository (2019) BASE Show details 40 Competitive Learning Processes: The Role of Verbal Mediation in Sequential Learning Shymanski, Jeff In: Honors Theses at the University of Iowa (2019) BASE Show details Page: 1 2 3 4 5 6 7

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