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Explicit and implicit learning ability of children with reading disabilities seen through the task of artificial grammar learning

Title
Explicit and implicit learning ability of children with reading disabilities seen through the task of artificial grammar learning
Authors
Park Y.J.Kim Y.T.
Ewha Authors
김영태
SCOPUS Author ID
김영태scopus
Issue Date
2015
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
vol. 20, no. 4, pp. 518 - 535
Keywords
Artificial Grammar Learning (AGL)Explicit learning abilityImplicit learning abilityReading disability
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Abstract
Objectives: Recently, concern with cognitive processing ability has led to view reading as a multiple process where explicit learning and implicit learning are interrelated. The present study investigated whether children with reading disabilities (RD) and typically developing children (TD) show difference in explicit learning ability and implicit learning ability, and whether these abilities correlate with cognitive processing abilities related to reading by group. Methods: The study included 20 RD in the 3rd-4th grade of elementary school and 20 TD matched with the former group in terms of chronological age and gender. Both groups of children were selected after undergoing Korean Wechsler Intelligence Scale for Children-III (K-WISC-III) and Test of Reading Achievement & Reading Cognitive Processes Ability (RA-RCP). The study conducted the test of Artificial Grammar Learning (AGL). The AGL tasks consisted of two tasks: 'Perfect Free Recall' to measure explicit learning ability and 'Grammaticality Judgment' to measure implicit learning ability. Results: Both explicit learning ability and implicit learning ability of RD were lower than those of TD. The correlation between cognitive processing abilities related to reading and explicit/implicit learning ability varied depending on the group as well. Conclusion: Lower explicit learning ability of RD seems to be related to memory deficit and the absence of effective learning strategies. Lower implicit learning ability of RD supports the presupposition that the reading difficulties of these children are related to deficits in cognitive functioning. © 2015 Korean Academy of Speech-Language Pathology and Audiology.
DOI
10.12963/csd.15266
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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