Incidental route learning in children with intellectual disability: errorless learning and learning with implicitly and explicitly signalled errors

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Incidental route learning in children with intellectual disability: errorless learning and learning with implicitly and explicitly signalled errors

Catégorie

Journal Article

Auteurs

Witt, A., Firmin, S., Vinter, A.

Année

In press

Titre

Incidental route learning in children with intellectual disability: errorless learning and learning with implicitly and explicitly signalled errors

Journal / Livre / Conférence

ANAE Approche Neuropsychologique des Apprentissages chez l'Enfant

Résumé

Implicit learning (IL) of a route was tested in children with and without intellectual disability (ID) under three conditions: without and with errors followed by implicit or explicit feedback. Both types of feedback were effective in the group without ID, while explicit feedback reduced the effect of errors to a greater extent in the group with ID. These results confirm the value of IL processes and error feedback in the management of ID.

Issue

192

Mots-clés

Incidental learning, Intellectual disability, Route learning with or without errors, Explicit and implicit feedback

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