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How 'explicit' is implicit learning in reading? Evidence using the artificial grammar learning (AGL) paradigm across modalities in typical young readers| old_uid | 11726 |
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| title | How 'explicit' is implicit learning in reading? Evidence using the artificial grammar learning (AGL) paradigm across modalities in typical young readers |
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| start_date | 2016/05/27 |
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| schedule | 11h-12h |
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| online | no |
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| location_info | Amphi Lavoisier |
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| summary | Recent accounts on implicit learning (i.e. our ability to pick up regularities from our environment in an undirected fashion), implicate this type of learning in the mastering of fluent reading. On the basis of this hypothesis, children were trained and tested on a visual (i.e. unfamiliar shapes) artificial grammar learning (AGL) task, which pitted abstract learning against stimulus-specific learning: children's sensitivity to novel sequences was measured to test whether they would preferentially learn the specific features of the items or the rules that generated those items. Subsequently, to test whether this type of learning is subject to modality constrains, children were tested on an auditory and tactile analogues of the visual task. I will discuss the way this set of data advances our understanding of the nature of implicit learning per se (i.e. either domain general or domain specific) as well as its potential relationship with reading. |
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| responsibles | Pélissier |
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