ArticleAmerican journal of speech-language pathology2022
An Implicit-Explicit Framework for Intervention Methods in Developmental Language Disorder.
Article in American journal of speech-language pathology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 2 of them syntheses that pooled it.
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Who cites it
16 citing papers in PubMed, 2 syntheses or guidelines pooled it, 34 citations in OpenAlex.
- Vocabulary interventions for children with developmental language disorder: a systematic review.Frontiers in psychology · 2025Pooled it
- Vocabulary interventions for second language (L2) learners up to six years of age.The Cochrane database of systematic reviews · 2023Pooled it
- Learning to Learn: Initial Treatment of a Partially Acquired Grammatical Form Speeds Later Learning of Rarely Used Forms for Children With Developmental Language Disorder.Language, speech, and hearing services in schools · 2026Article
- What has been researched about implicit memory in speech-language-hearing pathology? A scoping review.CoDAS · 2026Article
- The Effects of Cognitive Fatigue and Articulatory Suppression on Statistical Language Learning Depend on the Strength of Cognitive Resources.Cognitive science · 2026Article
- What Matters When Providing Conversational Recast Treatment? A Multilevel Modeling Analysis.American journal of speech-language pathology · 2025Article
- Procedural auditory category learning is selectively disrupted in developmental language disorder.Psychonomic bulletin & review · 2024Article
- Sentences Are Key: Helping School-Age Children and Adolescents Build Sentence Skills Needed for Real Language.American journal of speech-language pathology · 2024Article
- Five Additional Evidence-Based Principles to Facilitate Grammar Development for Children With Developmental Language Disorder.American journal of speech-language pathology · 2024Article
- Enhancing Syntactic Knowledge in School-Age Children With Developmental Language Disorder: The Promise of Syntactic Priming.American journal of speech-language pathology · 2024Review
- Sources of Misinterpretation in the Input and Their Implications for Language Intervention With English-Speaking Children.American journal of speech-language pathology · 2024Review
- Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis.Campbell systematic reviews · 2023Review
- The Visual Advantage Effect in Comparing Uni-Modal and Cross-Modal Probabilistic Category Learning.Journal of Intelligence · 2023Article
- With or without Feedback?-How the Presence of Feedback Affects Processing in Children with Developmental Language Disorder.Brain sciences · 2023Article
- Does the public know what researchers know? Perceived task difficulty impacts adults' intuitions about children's early word learning.Cognitive research: principles and implications · 2023Article
- Exploring the Potential of Matching-to-Sample-Based Training Protocols to Enhance Language Abilities in Individuals with Language Impairments: A Scoping Review.International journal of language & communication disordersArticle
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
purposeThe growing interest in framing intervention approaches as either implicit or explicit calls for a discussion of what makes intervention approaches engage each of these learning systems, with the goal of achieving a shared framework. This tutorial presents evidence for the interaction between implicit and explicit learning systems, and it highlights the intervention characteristics that promote implicit or explicit learning as well as outcome measures that tap into implicit or explicit knowledge. This framework is then applied to eight common intervention approaches and notable combinations of approaches to unpack their differential engagement of implicit and explicit learning.
conclusionsMany intervention characteristics (e.g., instructions, elicitation techniques, feedback) can be manipulated to move an intervention along the implicit-explicit continuum. Given the bias for using explicit learning strategies that develops throughout childhood and into adulthood, clinicians should be aware that most interventions (even those that promote implicit learning) will engage the explicit learning system. However, increased awareness of the implicit and explicit learning systems and their cognitive demands will allow clinicians to choose the most appropriate intervention for the target behavior.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.