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- Title
Slower implicit categorical learning in adult poor readers.
- Authors
Sperling, Anne J.; Zhong-Lin Lu; Manis, Franklin R.; Lu, Zhong-Lin
- Abstract
We investigated the relationship between reading and explicit and implicit categorical learning by comparing university students with poor reading to students with normal reading abilities on two categorical learning tasks. One categorical learning task involved sorting simple geometric shapes into two groups according to a unidimensional rule. The sorting rule was easily stated by the participants, consistent with explicit learning, and all participants attained criterion levels of performance. The second task involved the integration of features on different dimensions with a more complex rule that could not be described by participants, even though most could attain criterion levels of performance consistent with implicit learning. Poor readers performed as well as those without reading problems in explicit learning but not in implicit learning. Implicit learning was correlated with word reading, phonological decoding, and orthographic skill, independent of verbal ability. We consider the role of implicit learning in reading, and how a deficit could impair phonological and orthographic representation and processing.
- Subjects
PSYCHOLOGY of learning; IMPLICIT learning; UNIVERSITIES &; colleges; COLLEGE students; ORAL communication; VERBAL ability
- Publication
Annals of Dyslexia, 2004, Vol 54, Issue 2, p281
- ISSN
0736-9387
- Publication type
journal article
- DOI
10.1007/s11881-004-0014-z