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Impaired implicit s...
Impaired implicit sequence learning in children with developmental dyslexia
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- Hedenius, Martina, 1970- (författare)
- Uppsala universitet,Logopedi
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- Persson, Jonas, 1971- (författare)
- Stockholms universitet,Karolinska Institutet,Centrum för forskning om äldre och åldrande (ARC), (tills m KI)
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- Alm, Per A, 1963- (författare)
- Uppsala universitet,Logopedi
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- Ullman, Michael T. (författare)
- Brain and Language Lab, Department of Neuroscience, Georgetown University, Washington DC, USA
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- Howard, James H., Jr (författare)
- Department of Psychology, Georgetown University, Washington DC, USA; Department of Neurology, Georgetown University, Washington DC, USA; Department of Psychology, Catholic University of America, Washington DC, USA
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- Howard, Darlene V. (författare)
- Department of Psychology, Georgetown University, Washington DC, USA
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- Jennische, Margareta (författare)
- Uppsala universitet,Logopedi
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(creator_code:org_t)
- Elsevier, 2013
- 2013
- Engelska.
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Ingår i: Research in Developmental Disabilities. - : Elsevier. - 0891-4222 .- 1873-3379. ; 34:11, s. 3924-3935
- Relaterad länk:
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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http://kipublication...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- It has been proposed that an impairment of procedural memory underlies a range of linguistic, cognitive and motor impairments observed in developmental dyslexia (DD). However, studies designed to test this hypothesis using the implicit sequence learning paradigm have yielded inconsistent results. A fundamental aspect of procedural learning is that it takes place over an extended time-period that may be divided into distinct stages based on both behavioural characteristics and neural correlates of performance. Yet, no study of implicit sequence learning in children with DD has included learning stages beyond a single practice session. The present study was designed to fill this important gap by extending the investigation to include the effects of overnight consolidation as well as those of further practice on a subsequent day. The results suggest that the most pronounced procedural learning impairment in DD may emerge only after extended practice, in learning stages beyond a single practice session.
Ämnesord
- MEDICIN OCH HÄLSOVETENSKAP -- Klinisk medicin -- Neurologi (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Clinical Medicine -- Neurology (hsv//eng)
- MEDICIN OCH HÄLSOVETENSKAP -- Klinisk medicin -- Pediatrik (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Clinical Medicine -- Pediatrics (hsv//eng)
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
- MEDICIN OCH HÄLSOVETENSKAP -- Klinisk medicin -- Psykiatri (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Clinical Medicine -- Psychiatry (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- SAMHÄLLSVETENSKAP -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology (hsv//eng)
Nyckelord
- Developmental dyslexia
- Procedural memory
- Implicit sequencelearning
- Neuroscience
- Neurovetenskap
- Psychology
- Psykologi
- Linguistics
- Lingvistik
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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