کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10317653 | 621922 | 2013 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Impaired implicit sequence learning in children with developmental dyslexia
ترجمه فارسی عنوان
اختلال یادگیری توالی ضمنی در کودکان مبتلا به نارساخوانی رشدی
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کلمات کلیدی
نارساخوانی رشدی، حافظه پرونده یادگیری ترکیبی نامتجانس،
موضوعات مرتبط
علوم زیستی و بیوفناوری
علم عصب شناسی
علوم اعصاب رفتاری
چکیده انگلیسی
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.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research in Developmental Disabilities - Volume 34, Issue 11, November 2013, Pages 3924-3935
Journal: Research in Developmental Disabilities - Volume 34, Issue 11, November 2013, Pages 3924-3935
نویسندگان
Martina Hedenius, Jonas Persson, Per A. Alm, Michael T. Ullman, James H. Jr., Darlene V. Howard, Margareta Jennische,