Investigating Implicit and Explicit Word Learning in School-age Children Using a Combined Behavioral-Event Related Potential (ERP) Approach
| Autor: | Brittany J. Sharp, Alyson D. Abel, Chanel Konja |
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| Rok vydání: | 2020 |
| Předmět: |
Male
Operationalization School age child medicine.diagnostic_test 05 social sciences Verbal Learning Electroencephalography 050105 experimental psychology 03 medical and health sciences Word learning InformationSystems_MODELSANDPRINCIPLES ComputingMethodologies_PATTERNRECOGNITION 0302 clinical medicine Neuropsychology and Physiological Psychology Event-related potential Developmental and Educational Psychology medicine Humans Female 0501 psychology and cognitive sciences Child Psychology Evoked Potentials 030217 neurology & neurosurgery Cognitive psychology |
| Zdroj: | Developmental Neuropsychology. 45:27-38 |
| ISSN: | 1532-6942 8756-5641 |
| Popis: | One challenge in word learning research is how to operationalize learning. We combined behavioral measures with EEG to examine implicit and explicit recognition of words previously introduced with or without meaning in an incidental learning task. Participants (8-11-year-old children) were not able to recognize previously introduced nonsense words and better performance on the learning task resulted in poorer word recognition. The N400 amplitude differed between nonsense words with meaning versus nonsense words no meaning and novel nonsense words. Results indicate that introducing a nonsense word with meaning does not aid in explicit word learning but improves implicit word learning. |
| Databáze: | OpenAIRE |
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