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Inácio, 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

Meulemans, Thierry; Van der Linden, Martial; Perruchet, Pierre – Journal of Experimental Child Psychology, 1998
Examined implicit learning ability in 6- and 10-year olds and adults as assessed by a serial reaction-time task, along with retention of knowledge after one week and explicit knowledge developed by children. Found no age-related difference in serial reaction-time performance, consistent with the idea that implicit learning abilities may be…
Descriptors: Adults, Age Differences, Children, Learning Processes

Catellani, Patrizia – Journal of Experimental Child Psychology, 1991
Preschool and first grade children's recall of script-based event sequences was studied in four different instruction conditions. Differences in sequencing ability were observed in relation to age and sequence. Findings indicate that at both ages, the effort involved in sequencing aids semantic processing of the material and enhances recall. (SH)
Descriptors: Age Differences, Cognitive Processes, Early Childhood Education, Elementary School Students
Nuerk, Hans-Christoph; Kaufmann, Liane; Zoppoth, Sabine; Willmes, Klaus – Developmental Psychology, 2004
Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this "holisticness" assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used the compatibility effect to examine whether the…
Descriptors: Numeracy, Computation, Models, Cognitive Processes

Duran, Ruth T.; Gauvain, Mary – Journal of Experimental Child Psychology, 1993
Compared the collaborative patterns of seven- and five-year-old expert planners working with five-year-old novice planners on tasks requiring reverse sequencing strategies. Results suggest that cognitive gains are achieved when children collaborate with peers more expert than themselves in problem-solving activities. (MM)
Descriptors: Age Differences, Cognitive Development, Cooperation, Interpersonal Relationship

Trembath, Richard J.; White, Richard T. – Journal of Experimental Education, 1979
Mastery learning techniques were improved through mathematics instruction based on a validated learning hierarchy, presenting tasks in a sequence consistent with the requirements of the hierarchy, and requiring learners to demonstrate achievement before being allowed to proceed. (Author/GDC)
Descriptors: Age Differences, Educational Objectives, Foreign Countries, Mastery Learning

Larcombe, Tony – British Journal of Special Education, 1988
Discussed is a report of a British government advisory group concerning programs of study in mathematics education, as related to students with special education needs. Described are the progression of levels, the spread of levels normal for particular age groups, and the notion of age determining the work of students. (JDD)
Descriptors: Advisory Committees, Age Differences, Developmental Tasks, Difficulty Level
Jia, Gisela; Kohnert, Kathryn; Collado, Julissa; Aquino-Garcia, Francia – Journal of Speech, Language, and Hearing Research, 2006
Purpose: Verb processing in early sequential Spanish-English bilinguals was investigated. Primary study goals were to identify potential patterns of development in relative levels of verb processing efficiency in a 1st (L1) and 2nd (L2) language and to investigate factors influencing cognitive control of the dual-language system in developing…
Descriptors: English (Second Language), Age Differences, Nouns, Verbs