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Unimpaired Implicit Learning abilities in Children with Specific Language Impairment.

机译：特殊语言障碍儿童的双盲内隐学习能力。

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Previous studies (Lum et al., 2009; Tomblin et al., 2007; Ullman & Pierpont, 2005) have suggested that difficulties in the procedural learning system could contribute, in part, to the language difficulties observed in children with SLI. However, we have recently shown, with a classical serial reaction time (SRT) task, that children with SLI are able to learn implicitly non-linguistic statistical regularities (Gabriel et al., 2010). The aim of the present study was to explore whether children with SLI could learn similar statistical regularities with non-linguistic auditory stimuli. For this purpose, we compared performance of children with SLI and controls in two adapted SRT tasks: a visual SRT task and a non-verbal auditory SRT task.
机译：先前的研究（Lum等，2009； Tomblin等，2007； Ullman＆Pierpont，2005）表明，程序学习系统中的困难可能部分归因于SLI儿童的语言障碍。但是，我们最近通过经典的串行反应时间（SRT）任务显示，患有SLI的儿童能够学习隐含的非语言统计规律（Gabriel等，2010）。本研究的目的是探讨患有SLI的儿童是否可以通过非语言听觉刺激学习类似的统计规律。为此，我们在两种适应性SRT任务中比较了SLI和对照儿童的表现：视觉SRT任务和非语言听觉SRT任务。

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