Unit:
Διαπανεπιστημιακό ΠΜΣ Βασική και Εφαρμοσμένη Γνωσιακή ΕπιστήμηLibrary of the School of Science
Author:
Κουστουμπάρδης Μιλτιάδης
Supervisors info:
Πρωτόπαπας Αθανάσιος Αναπλ. Καθηγητής (Επιβλέπων), Μουτούσης Κωνσταντίνος Αναπλ. Καθηγητής, Πολυχρόνη Φωτεινή Επίκ. Καθηγήτρια
Original Title:
Αρρητη Ορθογραφική Mάθηση
Translated title:
Implicit orthographic learning
Summary:
We investigated the implicit orthographic learning through an experimental
procedure that enhances perceptual learning in the performance of an unrelated
project. The experimental procedure consisted of three stages: training, a
perceptual learning task where participants had to choose the words in red
lettering in a sequence of words, a reading task that included the target words
and finally the late post-control where they wrote dictation the target words.
The first experiment involved 54 students of classes D and E of primary
school, using 20 difficult spelled words, 10 of which were operating as
targets for a group and the other 10 as control stimuli and vice versa . The
second experiment involved 52 students of classes B and C of primary school and
20 verbs were used as targets from two different groups of productive suffixes.
Depending on the condition each group of suffixes served as either target or
control stimuli. It was confirmed in both experiments the assumption that
training will impact causing implicit learning, which will translate in a
statistically significant improvement in spelling target words. Also observed
production and generalization of acquired knowledge. Finally, it was found that
the experimental manipulation affects the reading fluency of students.
Keywords:
Implicit orthographic learning, Perceptual learning, Fast task irrelevant perceptual learning, Reading fluency, Cognitive science
