Abstract:
One group of 12 non learning disabled students and two groups of 12 learning
disabled students between the ges of 10 and 12 were measured on implicit and
explicit knowledge cquisition. Students in each group implicitly cquired
knowledge bout I of 2 vocabulary rules. The vocabulary rules governed the
pronunciation of 2 types of pseudowords. After completing the implicit
acquisition phase, all groups were administered a test of implicit knowledge. The
non learning disabled group and I learning disabled group were then asked to
verbalize the knowledge acquired during the initial phase. This was a test of
explicit knowledge. All 3 groups were then given a postlest of implicit
knowledge. This tcst was a measure of the effectiveness of the employment of the
verbalization technique. Results indicate that implicit knowledge capabilities for
both the learning disabled and non learning disabled groups were intact. However.
there were significant differences between groups on explicit knowledge
capabilities. This led to the conclusion that implicit functions show little
individual differences, and that explicit functions are affected by ability
difference. Furthermore, the employment of the verbalization technique
significantly increased POStlest scores for learning disabled students. This
suggested that the use of metacognitive techniques was a beneficial learning tool
for learning disabled students.
