Department of Child and Adolescent Psychiatry, University Hospital Munich, 80336 München, Germany.
J Neural Transm (Vienna). 2012 Sep;119(9):999-1010. doi: 10.1007/s00702-012-0830-y. Epub 2012 Jun 10.
The development of reading and spelling skills seems to be influenced by both explicit and implicit learning processes. The aim of this study was to investigate whether children with spelling difficulties show a deficit in the implicit learning of frequent letter chunks. This was done by comparing the performance of children with good and poor spelling skills on an artificial grammar learning task. The results show that children with poor spelling skills have difficulties recognizing previously presented letter strings. Moreover, they show impaired implicit learning of frequent letter chunks, particularly in letter strings that can be processed phonologically. Comparing children's performance with chance performance revealed that poor spellers demonstrated some implicit learning, but a significant group difference showed that implicit learning was less efficient in poor spellers as compared to good spellers. These findings support the idea that implicit learning deficits play a role in the development of poor literacy skills.
阅读和拼写技能的发展似乎受到显性和隐性学习过程的影响。本研究的目的是调查拼写困难的儿童是否在频繁字母块的隐性学习中存在缺陷。这是通过比较拼写技能好的和差的儿童在人工语法学习任务上的表现来实现的。结果表明，拼写技能差的儿童在识别先前呈现的字母串方面存在困难。此外，他们在频繁字母块的隐性学习中表现出障碍，特别是在可以进行语音处理的字母串中。将儿童的表现与随机表现进行比较发现，拼写差的儿童表现出一些隐性学习，但显著的组间差异表明，与拼写好的儿童相比，隐性学习在拼写差的儿童中效率较低。这些发现支持了隐性学习缺陷在不良读写技能发展中起作用的观点。
