Paper Info
Title
Offline improvement in learning to read a novel orthography depends on direct letter instruction.
Abstract
Improvement in performance after the end of the training session, termed Offline improvement, has been shown in procedural learning tasks. We examined whether Offline improvement in learning a novel orthography depends on the type of reading instruction. Forty-eight adults received multisession training in reading nonsense words, written in an artificial script. Participants were trained in one of three conditions: alphabetical words preceded by direct letter instruction (Letter-Alph); alphabetical words with whole-word instruction (Word-Alph); and nonalphabetical (arbitrary) words with whole-word instruction (Word-Arb). Offline improvement was found only for the Letter-Alph group. Moreover, correlation with a standardized measure of word reading ability showed that good readers trained in the Letter-Alph group exhibit greater Offline improvement, whereas good readers trained in the Word-Arb group showed greater Within-session improvement during training. These results suggest that different consolidation processes and learning mechanisms were involved in each group. We argue that providing a short block of direct letter instruction prior to training resulted in increased involvement of procedural learning mechanisms during training.
Year
DOI
Venue
2012
10.1111/j.1551-6709.2012.01234.x
COGNITIVE SCIENCE
Keywords
Field
DocType
Procedural learning,Reading acquisition,Transfer,Artificial language,Consolidation,Declarative memory
Procedural memory,Declarative memory,Cognitive psychology,Psychology,Orthography,Natural language processing,Artificial intelligence,Constructed language,Learning to read
Journal
Volume
Issue
ISSN
36
5.0
0364-0213
Citations 
PageRank 
References 
1
0.72
3
Authors
2
Name
Order
Citations
PageRank
Tali Bitan1596.12
James R Booth213115.77