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Lum, Jarrad A. G.; Clark, Gillian M. – Developmental Science, 2022
Procedural memory functioning in developmental language disorder (DLD) has largely been investigated by examining implicit sequence learning by the manual motor system. This study examined whether poor sequence learning in DLD is present in the oculomotor domain. Twenty children with DLD and 20 age-matched typically developing (TD) children were…
Descriptors: Developmental Disabilities, Language Impairments, Sequential Learning, Incidental Learning
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Lum, Jarrad A. G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
This study examined the changes in saccadic amplitude associated with learning a visual sequence. The oculomotor system gradually adjusts saccadic parameters when tracking a visual stimulus, which has a predictable trajectory. In these contexts, the change in saccadic amplitudes leads to predictive fixations. That is, fixations made to a position…
Descriptors: Incidental Learning, Sequential Learning, Reaction Time, Eye Movements
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Barth, Marius; Stahl, Christoph; Haider, Hilde – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: "inclusion" instructions require generating the transitions that form the learned sequence;…
Descriptors: Incidental Learning, Reaction Time, Association (Psychology), Learning Processes
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Katan, Pesia; Kahta, Shani; Sasson, Ayelet; Schiff, Rachel – Annals of Dyslexia, 2017
Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine…
Descriptors: Dyslexia, Grammar, Sequential Learning, Children
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Ferdinand, Nicola K.; Kray, Jutta – Developmental Psychology, 2017
This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that…
Descriptors: Sequential Learning, Verbal Communication, Children, Young Adults
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Crawford, Pat; Brazelton, G. Blue; Dalton, Robert; Ewing, Kamahra; Hu, Sihua; Johnson, Amber N. – Journal on Excellence in College Teaching, 2017
Incidental learning is an important, yet often overlooked, aspect of curriculum. This study evaluated 166 course reflections dated 2002-2011 in the Bailey Scholars Program (a self-directed, learner-centered curriculum). The study utilized 21 incidental learning characteristics to code and analyze the course evaluations. The authors propose a new…
Descriptors: Incidental Learning, Qualitative Research, Montessori Method, Student Centered Curriculum