[en] It is generally admitted that implicit learning abilities are efficient early in childhood. However, few studies have explored the impact of the structure of the sequence on children’s performance in implicit learning tasks. The current research was intended to examine sequence learning abilities in children by comparing sequences of different structural characteristics.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Lejeune, Caroline ; Université de Liège - ULiège > Département des sciences cognitives > Neuropsychologie
Schmitz, Xavier ; Université de Liège - ULiège > Département des sciences cognitives > Neuropsychologie
Lempereur, Stéphanie; Université de Liège - ULiège > Département des sciences cognitives > Neuropsychologie
Maillart, Christelle ; Université de Liège - ULiège > Département des sciences cognitives > Logopédie clinique
Meulemans, Thierry ; Université de Liège - ULiège > Département des sciences cognitives > Neuropsychologie
Gabriel, Audrey ; Université de Liège - ULiège > Département des sciences cognitives > Logopédie clinique
Language :
English
Title :
What is the impact of the sequence structure on implicit learning in children?
