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Relationship between implicit learning and phonological awareness in children with articulation and phonological disorders

Title
Relationship between implicit learning and phonological awareness in children with articulation and phonological disorders
Authors
Jeong P.Y.Yim D.
Ewha Authors
임동선
SCOPUS Author ID
임동선scopus
Issue Date
2016
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
vol. 21, no. 1, pp. 37 - 46
Keywords
Articulation and phonological disordersExplicit learningImplicit learningPhonological awareness
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Abstract
Objectives: Children with articulation and phonological disorders (APD) have impaired phonological awareness. Phonological awareness and implicit learning ability are associated with the same brain regions. Controversial studies have been conducted on phonological awareness and implicit learning. The purpose of the present study was to compare the characteristics of phonological awareness and implicit learning between children with APD and normal children. The main objective was to evaluate the relationship between phonological awareness and implicit learning ability in children with APD. Methods: A total of 32 children participated in the study. Sixteen children with APD (70.81 months) and 16 matched normally developing (ND) children (70.62 months) were administered five tests (Kaufman Assessment Battery for Korean Children-II, Receptive&Expressive Vocabulary Test, Urimal Test of Articulation and Phonology, sequence learning test and the phonological awareness test). Results: There were three main findings. First, the phonological awareness score of children with APD was significantly lower than normally developing children. Second, a significant difference was found in the sequence learning task (accuracy and implicit learning ability) of the two groups. Lastly, children with APD and ND had a positive correlation among sequence learning accuracy and phonological awareness. Conclusion: The results from the present study suggest that evaluation of sequence learning and phonological awareness are useful clinical approaches for studying APD. © 2016 Korean Academy of Speech-Language Pathology and Audiology.
DOI
10.12963/csd.15264
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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