Pavlidou Elpis V, Williams Joanne M, Kelly Louise M
Moray House School of Education, University of Edinburgh, St. John's Land (R. 2/22b), Holyrood Road, EH88AQ Edinburgh, UK.
Ann Dyslexia. 2009 Jun;59(1):55-77. doi: 10.1007/s11881-009-0023-z. Epub 2009 Mar 27.
This paper explores implicit learning in typically developing and primary school children (9-12 years old) with developmental dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation and nature of the instructional set (experiment 1--implicit instructions vs experiment 2--explicit instructions). Repeated measures analysis of variance (group x grammaticality x chunk strength) showed a group effect only in experiment 1 (implicit instructions), with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules) for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due to possible mediating cognitive developmental factors.
本文利用人工语法学习（AGL）任务，探究了发育性阅读障碍的小学儿童（9至12岁）与正常发育儿童的内隐学习情况。研究进行了两项实验，这两项实验在呈现时间和教学集性质上有所不同（实验1——内隐指导与实验2——外显指导）。重复测量方差分析（组×语法性×组块强度）表明，仅在实验1（内隐指导）中存在组效应，只有正常发育儿童表现出人工语法学习的证据。在两种实验情境下，两组均存在语法性效应（对规则的遵循）。我们认为，正常发育儿童表现出了完整的内隐学习，这体现在人工语法学习表现上，而发育性阅读障碍儿童由于可能的中介认知发展因素，未能提供此类证据。
Zotero 插件