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Implicit Learning in Preschoolers with and Without Developmental Language Disorder
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In: Student Research Symposium (2021)
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Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning
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Research on Blended Teaching Mode of College English Based on Implicit Learning Theory
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In: Cross-Cultural Communication; Vol 16, No 2 (2020): Cross-Cultural Communication; 28-32 ; 1923-6700 ; 1712-8358 (2020)
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Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive
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Nonnative implicit phonetic training in multiple reverberant environments.
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In: Attention, perception & psychophysics, vol 81, iss 4 (2019)
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Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive ...
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Aprendizagem implícita em crianças com desordens específicas de aprendizagem - DEA ; not informed
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Ardiles, Roseline Nascimento de. - : Biblioteca Digital de Teses e Dissertações da USP, 2019. : Universidade de São Paulo, 2019. : Instituto de Psicologia, 2019
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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
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Keyword:
AGL; Aprendizagem implícita; Discalculia. AGL; Dislexia; Dyslexia,Discalculia; Implicit learning; SRTT
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URL: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-25112019-175022/
https://doi.org/10.11606/T.47.2019.tde-25112019-175022
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Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03244841 ; Journal of Experimental Child Psychology, Elsevier, 2018, 171, pp.71-83. ⟨10.1016/j.jecp.2018.02.003⟩ (2018)
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IMPLICIT LEARNING OF SEMANTIC PREFERENCES OF VERBS
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Paciorek, Albertyna; Williams, John. - : Cambridge University Press (CUP), 2015. : University of Cambridge, 2015. : Department of Theoretical and Applied Linguistics, 2015. : St John's College, 2015. : STUDIES IN SECOND LANGUAGE ACQUISITION, 2015
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| 12 |
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
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Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
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Does syntactic priming in children persist across significant time periods?
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Similar neural correlates for language and sequential learning: Evidence from event-related brain potentials
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In: http://cnl.psych.cornell.edu/pubs/2012-cco-LCP.pdf (2012)
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The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment
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The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment
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