Sequence-Specific Procedural Learning Deficits in Children with Specific Language Impairment

Autor/inn/en	Hsu, Hsinjen Julie; Bishop, Dorothy V. M.
Titel	Sequence-Specific Procedural Learning Deficits in Children with Specific Language Impairment
Quelle	In: Developmental Science, 17 (2014) 3, S.352-365 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12125
Schlagwörter	Children; Language Impairments; Sequential Learning; Perceptual Motor Learning; Verbal Learning; Reaction Time; Performance; Comparative Analysis + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Didaktische Sequenzierung; Lernsequenz; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Verbales Lernen; Reaktionsvermögen; Achievement; Leistung
Abstract	This study tested the procedural deficit hypothesis of specific language impairment (SLI) by comparing children's performance in two motor procedural learning tasks and an implicit verbal sequence learning task. Participants were 7- to 11-year-old children with SLI (n = 48), typically developing age-matched children (n = 20) and younger typically developing children matched for receptive grammar (n = 28). In a serial reaction time task, the children with SLI performed at the same level as the grammar-matched children, but poorer than age-matched controls in learning motor sequences. When tested with a motor procedural learning task that did not involve learning sequential relationships between discrete elements (i.e. pursuit rotor), the children with SLI performed comparably with age-matched children and better than younger grammar-matched controls. In addition, poor implicit learning of word sequences in a verbal memory task (the Hebb effect) was found in the children with SLI. Together, these findings suggest that SLI might be characterized by deficits in learning sequence-specific information, rather than generally weak procedural learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10