Implicit and Explicit Learning in Individuals with Agrammatic Aphasia

Julia Schuchard*, Cynthia K. Thompson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present study investigated implicit and explicit learning of an auditory word sequence in 10 individuals with stroke-induced agrammatic aphasia and 18 healthy age-matched participants using an adaptation of the Serial Reaction Time task. Individuals with aphasia showed significant learning under implicit, but not explicit, conditions, whereas age-matched participants learned under both conditions. These results suggest significant implicit learning ability in agrammatic aphasia. Furthermore, results of an auditory sentence span task indicated working memory deficits in individuals with agrammatic aphasia, which are discussed in relation to explicit and implicit learning processes.

Original languageEnglish (US)
Pages (from-to)209-224
Number of pages16
JournalJournal of Psycholinguistic Research
Issue number3
StatePublished - Jun 2014


  • Aphasia
  • Implicit learning
  • Procedural memory
  • Serial Reaction Time
  • Working memory

ASJC Scopus subject areas

  • Language and Linguistics
  • Experimental and Cognitive Psychology
  • Psychology(all)
  • Linguistics and Language


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