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Direct linkInácio, Filomena; Faísca, Luís; Forkstam, Christian; Araújo, Susana; Bramão, Inês; Reis, Alexandra; Petersson, Karl Magnus – Annals of Dyslexia, 2018
This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups--one matched for age and other for reading skills. During 3 days, all…
Descriptors: Dyslexia, Grammar, Task Analysis, Matched Groups
Ferdinand, Nicola K.; Kray, Jutta – Developmental Psychology, 2017
This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that…
Descriptors: Sequential Learning, Verbal Communication, Children, Young Adults
Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso – Developmental Science, 2012
Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…
Descriptors: Skill Development, Sequential Learning, Age Differences, Reaction Time
Berteletti, Ilaria; Lucangeli, Daniela; Zorzi, Marco – Cognition, 2012
The representation of numerical and non-numerical ordered sequences was investigated in children from preschool to grade 3. The child's conception of how sequence items map onto a spatial scale was tested using the Number-to-Position task (Siegler & Opfer, 2003) and new variants of the task designed to probe the representation of the alphabet…
Descriptors: Grade 3, Investigations, Preschool Education, Task Analysis
Weiermann, Brigitte; Meier, Beat – Cognition, 2012
The purpose of the present study was to investigate incidental sequence learning across the lifespan. We tested 50 children (aged 7-16), 50 young adults (aged 20-30), and 50 older adults (aged >65) with a sequence learning paradigm that involved both a task and a response sequence. After several blocks of practice, all age groups slowed down…
Descriptors: Evidence, Older Adults, Young Adults, Learning Processes
Shin, Jacqueline C. – Brain and Cognition, 2011
The ability to learn temporal patterns in sequenced actions was investigated in elementary-school age children. Temporal learning depends upon a process of integrating timing patterns with action sequences. Children ages 6-13 and young adults performed a serial response time task in which a response and a timing sequence were presented repeatedly…
Descriptors: Reaction Time, Elementary School Students, Young Adults, Task Analysis
Kirkham, Natasha Z.; Slemmer, Jonathan A.; Richardson, Daniel C.; Johnson, Scott P. – Child Development, 2007
We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test;…
Descriptors: Geographic Location, Child Development, Spatial Ability, Time
