Description
Many experiments demonstrate that people can be sensitive to the fragment information with some training on sequential input. A recent experiment is conducted between groups designated as typical and language disordered children. Participants are observed under a subset of legal training sequences with their response time recorded. We are interested in whether the two groups have differences in their learning ability by classifying the novel sequences as being legal or illegal and their learning pattern on different sequential input. Multivariate analysis of variance (MANOVA) is applied to see whether children response time is different between two groups and profile analysis is applied to detect the patterns based on the input sequences for the two groups. Linear mixed model (LMM) is used to find what covariates may affect reaction time. Generalized linear mixed model (GLMM) is utilized to compare statistical learning ability for two groups of children. The test results demonstrate that the average response time is longer for typical children than language disordered ones under both training and testing conditions. However, the difference in response time is not statistically significant. Within every sequence, the number of repetitions affects reaction time. The order of elements in input sequences also affects their response time. Children do not show a similar learning ability on the same sequences, but there is a quantitative learning advantage for typical children compared with language disordered children under testing condition.
