Multisensory letter integration and implicit learning of reading with 5-year-old children |
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| Affiliation: | 1. Laboratoire paragraphe, université de Cergy-Pontoise, site de Gennevilliers, avenue Marcel-Paul, 92230 Gennevilliers, France;2. Laboratoire d’étude des mécanismes cognitifs, université Lumière Lyon 2, 5, avenue Pierre-Mendès-France, 69676 Bron cedex, France;3. LabEx Cortex ANR-11-LABX-0042, Lyon, France;4. Laboratoire EPSYLON, université Montpellier, 3, rue du Pr. Henri-Serre, 34000 Montpellier, France;5. Institut Universitaire de France, France;1. School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece;2. Institute for Biomagnetism and Biosignalanalysis, University of Münster, D-48149, Germany;3. School of Biology, Faculty of Science, Aristotle University of Thessaloniki, 54124, Greece;1. International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D''Indy, Montréal, QC, H2V 2S9, Canada;2. Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d''Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada;3. Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada;4. Centre de Recherche de l''Institut Universitaire de Gériatrie de Montréal, 4545 Chemin Queen Mary, Montréal, QC, H3W 1W4, Canada |
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| Abstract: | IntroductionSeveral studies have shown that adults can memorize an audio-visual association in response to an incidental presentation. Moreover, a motor experience of the letter-shape promotes letter knowledge and reading acquisition.ObjectiveIn order to develop optimal learning designs for children, we evaluate the effect of the implicit learning of grapho-phonemic correspondences on decoding abilities (study 1). The action performed on the letter-shape in this type of learning was then also investigated with regard to the emergence of multisensory knowledge (study 2).MethodsA paradigm inspired by studies conducted with adults was tested in 5-year-old children (study 1). A classical design pre-test/learning/post-test was used in the study 2. During the learning, the child was asked to explore the letter shape. An incidental presentation of the corresponding sound was simultaneously proposed to the child.ResultsResults indicated that (1) implicit learning was efficient on the discrimination of grapho-phonemic correspondences in young children and (2) the motor action amplified audio-visual integration within a single memory trace.ConclusionThese results are discussed in the light of knowledge emergence in long-term memory and the benefit of an implicit training at the beginning of reading acquisition. |
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| Keywords: | Implicit learning Children Letter Motor Reading Apprentissage implicite Enfants Lettres Motricité Lecture |
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