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| Content Provider | Springer Nature Link |
|---|---|
| Author | Schuchard, Julia Thompson, Cynthia K. |
| Copyright Year | 2013 |
| Abstract | Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present study investigated implicit and explicit learning of an auditory word sequence in 10 individuals with stroke-induced agrammatic aphasia and 18 healthy age-matched participants using an adaptation of the Serial Reaction Time task. Individuals with aphasia showed significant learning under implicit, but not explicit, conditions, whereas age-matched participants learned under both conditions. These results suggest significant implicit learning ability in agrammatic aphasia. Furthermore, results of an auditory sentence span task indicated working memory deficits in individuals with agrammatic aphasia, which are discussed in relation to explicit and implicit learning processes. |
| Starting Page | 209 |
| Ending Page | 224 |
| Page Count | 16 |
| File Format | |
| ISSN | 00906905 |
| Journal | Journal of Psycholinguistic Research |
| Volume Number | 43 |
| Issue Number | 3 |
| e-ISSN | 15736555 |
| Language | English |
| Publisher | Springer US |
| Publisher Date | 2013-03-27 |
| Publisher Place | Boston |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Aphasia Implicit learning Serial Reaction Time Working memory Procedural memory Psychology Cognitive Psychology Psycholinguistics |
| Content Type | Text |
| Resource Type | Article |
| Subject | Experimental and Cognitive Psychology Linguistics and Language |
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