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Developmental Neuropsychology Volume 23, 2003 - Issue 1-2
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Original Articles

Implicit Learning in Children and Adults With Williams Syndrome

Audrey J. Don
,
E. Glenn Schellenberg
,
Arthur S. Reber
,
Kristen M. DiGirolamo
&
Paul P. Wang
Pages 201-225 | Published online: 22 Jun 2011

Citations (14)

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Marcela Tenorio, Ruth Campos & Annette Karmiloff-Smith. (2014) What standardized tests ignore when assessing individuals with neurodevelopmental disorders / Lo que ignoran los tests estandarizados en la evaluación de personas con trastornos del neurodesarrollo. Studies in Psychology 35:2, pages 426-437.
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Articles from other publishers (13)

Elpis V. Pavlidou & Louisa Bogaerts. (2019) Implicit Statistical Learning Across Modalities and Its Relationship With Reading in Childhood. Frontiers in Psychology 10.
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Sara T. Kover. (2018) Distributional Cues to Language Learning in Children With Intellectual Disabilities. Language, Speech, and Hearing Services in Schools 49:3S, pages 653-667.
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VESNA STOJANOVIK, VITOR ZIMMERER, JANE SETTER, KERRY HUDSON, ISIL POYRAZ-BILGIN & DOUG SADDY. (2017) Artificial grammar learning in Williams syndrome and in typical development: The role of rules, familiarity, and prosodic cues. Applied Psycholinguistics 39:2, pages 327-353.
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R. Campos, P. Martínez-Castilla & M. Sotillo. (2017) False belief attribution in children with Williams syndrome: the answer is in the emotion. Journal of Intellectual Disability Research 61:11, pages 1003-1010.
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Yingying Yang & Edward C. Merrill. (2015) The impact of signal-to-noise ratio on contextual cueing in children and adults. Journal of Experimental Child Psychology 132, pages 65-83.
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Rachel Schiff & Pesia Katan. (2014) Does complexity matter? Meta-analysis of learner performance in artificial grammar tasks. Frontiers in Psychology 5.
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Elpis V. Pavlidou & Joanne M. Williams. (2014) Implicit learning and reading: Insights from typical children and children with developmental dyslexia using the artificial grammar learning (AGL) paradigm. Research in Developmental Disabilities 35:7, pages 1457-1472.
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Yingying Yang & Edward C. Merrill. (2014) The impact of distracter–target similarity on contextual cueing effects of children and adults. Journal of Experimental Child Psychology 121, pages 42-62.
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Elena Ise, Carolin J. Arnoldi, Jürgen Bartling & Gerd Schulte-Körne. (2012) Implicit learning in children with spelling disability: evidence from artificial grammar learning. Journal of Neural Transmission 119:9, pages 999-1010.
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Elena Ise & Gerd Schulte-Körne. (2012) Implizites Lernen und LRS: Spielen Defizite im impliziten Lernen eine Rolle bei der Entstehung von Schwierigkeiten im Lesen und Rechtschreiben?. Lernen und Lernstörungen 1:2, pages 079-097.
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Jennifer B. Misyak & Morten H. Christiansen. (2012) Statistical Learning and Language: An Individual Differences Study. Language Learning 62:1, pages 302-331.
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Flavia Santoianni. (2011) Educational models of knowledge prototypes development. Mind & Society 10:2, pages 103-129.
Crossref
P. Perruchet. 2008. Learning and Memory: A Comprehensive Reference. Learning and Memory: A Comprehensive Reference 597 621 .

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