Limited Evidence of an Association between Language, Literacy, and Procedural Learning in Typical and Atypical Development: A Meta-Analysis

Autor/inn/en	Oliveira, Cátia M.; Henderson, Lisa M.; Hayiou-Thomas, Marianna E.
Titel	Limited Evidence of an Association between Language, Literacy, and Procedural Learning in Typical and Atypical Development: A Meta-Analysis
Quelle	In: Cognitive Science, 47 (2023) 7, (34 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliveira, Cátia M.) ORCID (Henderson, Lisa M.) ORCID (Hayiou-Thomas, Marianna E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.13310
Schlagwörter	Linguistic Input; Task Analysis; Reaction Time; Language Impairments; Developmental Delays; Dyslexia; Meta Analysis; Adults; Sensory Integration; Language Acquisition; Literacy; Correlation; Learning Processes; Children; Measurement Techniques + Suchen Sie Ihr Suchwort? Sprachbildung; Aufgabenanalyse; Reaktionsvermögen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Meta-analysis; Metaanalyse; Sensorische Integration; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Learning process; Lernprozess; Child; Kind; Kinder; Messtechnik
Abstract	The ability to extract patterns from sensory input across time and space is thought to underlie the development and acquisition of language and literacy skills, particularly the subdomains marked by the learning of probabilistic knowledge. Thus, impairments in procedural learning are hypothesized to underlie neurodevelopmental disorders, such as dyslexia and developmental language disorder. In the present meta-analysis, comprising 2396 participants from 39 independent studies, the continuous relationship between language, literacy, and procedural learning on the Serial Reaction Time task (SRTT) was assessed across children and adults with typical development (TD), dyslexia, and Developmental Language Disorder (DLD). Despite a significant, but very small, relationship between procedural learning and overall language and literacy measures, this pattern was not observed at the group-level when examining TD, dyslexic, and DLD groups separately. Based on the procedural/declarative model, a positive relationship was expected between procedural learning and language and literacy measures for the typically developing group; however, no such relationship was observed. This was also the case for the disordered groups (ps > 0.05). Also counter to expectations, the magnitude of the relationship between procedural learning and grammar and phonology did not differ between TD and DLD (ps > 0.05), nor between the TD and dyslexic group on reading, spelling, and phonology (ps > 0.05). While lending little support to the procedural/declarative model, we consider that these results may be the consequence of poor psychometric properties of the SRTT as a measure of procedural learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01