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- Title
A Dissociation of Implicit and Explicit Spatial Sequence Learning in a Group of Students With Learning Difficulties.
- Authors
Wilbert, Jürgen; Grosche, Michael
- Abstract
Traditionally, research on learning difficulties focuses on deficits in explicit learning processes. However, the impact of implicit (incidental, unconscious, and unaware) learning has sparsely been investigated. Hence, this study aims to dissociate implicit and explicit learning abilities in a group of 50 students with severe and persisting learning difficulties and compares their learning performance to non-impaired students. Individuals accomplished two different versions of a computerized serial reaction time task (SRTT) as a measure of implicit and explicit learning. Analyses revealed that (a) both learning processes can be dissociated by psychometric IQ; (b) students with learning difficulties have deficits in both implicit and explicit learn-ing processes; and (c) it is possible to identify subgroups of adolescents with implicit and explicit learning difficulties. Theoretical as well as educational implications are discussed.
- Subjects
DISSOCIATION (Psychology); SEQUENCE analysis; LEARNING problems; PSYCHOLOGY of students; IMPLICIT learning; REACTION time
- Publication
Journal of Cognitive Education & Psychology, 2012, Vol 11, Issue 3, p301
- ISSN
1945-8959
- Publication type
Article
- DOI
10.1891/1945-8959.11.3.301