The Implicit Learning Of Chinese For Children With Spelling Difficulty

Spelling difficulty as a kind of learning disabilities,has become one of the concerned problems in psychology.In this research,we adopt the strong separation test paradigm of implicit learning,which investigated the implicit learning of the children with spelling difficulties.It throught the levels of implicit,explicit meanwhile,the combination of implicit and explicit and so on,and verified implicit learning was existed in the aspects of Chinese characters's radicals and the repeatability of strokes for children with spelling difficulties,inspected the relationship between implicit learning and explicit learning in characteristics of Chinese character radicals for the children with spelling difficulties,moreover,explored the relationship between implicit learning and explicit learning in the characteristics of the repeatability of strokes for the children with spelling difficulties.The subjects were the primary students in grade four and five,applying the modified questionnaire formulated by Yangshuang,which made to select the children with spelling difficulties.After the test,80 children with spelling difficulties of the students were selected.80 normal children were elected in matching well with age, IQ and gender.The subjects were 160 children in total who participated in the experiment.In the 1st research,the selected experimental material was based on the the frequency of Chinese character and the repeatability of storks,using the same way of match-edit task,which inspected learning situation of the children with spelling difficulties through the four aspects of implicit,explicit,implicit - explicit and explicit - implicit .In the 2nd research,the selected experimental material was based on the structure of Chinese characters and radicals.It applied match-edit task,which investigated learning situation of the children with spelling difficulties through the four aspects of implicit,explicit, implicit - explicit and explicit - implicit .The results of this study were as follows:(1)Implicit learning effect exists in the task that the classification of frequency character and repeatability characteristics of strokes for the children with spelling difficulties.(2)The coordination effect of implicit learning and explicit learning exists in the task that the judgement of the classification of frequency character and repeatability characteristics of strokes for the children with spelling difficulties.(3)Under the conditions of implicit learning in the repeatability characteristics of strokes,there are no significant differences between the scores of the children with spelling difficulties and normal children.(4)The coordination effect of implicit learning and explicit learning exists in the task that the judgement of the classification of repeatability characteristics of strokes for the children with spelling difficulties.(5)Implicit learning effect exists in the task of construction of character and radical feature classification for the children with spelling difficulties.(6)The coordination effect of implicit learning and explicit learning exists in the task of the judgement of construction of character and radical classification for the children with spelling difficulties.(7)Under the conditions of implicit learning of radical characteristics,there are no significant differences between the scores of the children with spelling difficulties and normal children.(8)The coordination effect of implicit learning and explicit learning exists in the task of the judgement of radical classification for the children with spelling difficulties.