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Direct linkHall, Matthew L.; Eigsti, Inge-Marie; Bortfeld, Heather; Lillo-Martin, Diane – Developmental Science, 2018
Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL)…
Descriptors: Sequential Learning, Deafness, Grammar, Task Analysis
Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso – Developmental Science, 2012
Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…
Descriptors: Skill Development, Sequential Learning, Age Differences, Reaction Time
