Is a Procedural Learning Deficit a Causal Risk Factor for Developmental Language Disorder or Dyslexia? A Meta-Analytic Review

Autor/inn/en	West, Gillian; Melby-Lervåg, Monica; Hulme, Charles
Titel	Is a Procedural Learning Deficit a Causal Risk Factor for Developmental Language Disorder or Dyslexia? A Meta-Analytic Review
Quelle	In: Developmental Psychology, 57 (2021) 5, S.749-770 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (West, Gillian) ORCID (Hulme, Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001172
Schlagwörter	Dyslexia; Developmental Disabilities; Language Impairments; Reaction Time; Incidental Learning; Serial Learning; Prediction + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reaktionsvermögen; Inzidentelles Lernen; Serielles Lernen; Vorhersage
Abstract	Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and developmental language disorder (DLD). We evaluate this theory by performing a series of meta-analyses on evidence from the six procedural learning tasks that have most commonly been used to test this theory: the serial reaction time, Hebb learning, artificial grammar and statistical learning, weather prediction, and contextual cuing tasks. Studies using serial reaction time and Hebb learning tasks yielded small group deficits in comparisons between language impaired and typically developing controls (g = -0.30 and -0.32, respectively). However, a meta-analysis of correlational studies showed that the serial reaction time task was not a reliable correlate of language-related ability in unselected samples (r = 0.03). Larger group deficits were, however, found in studies using artificial grammar and statistical learning tasks (g = -0.48) and the weather prediction task (g = -0.63). Possible reasons for the discrepancy in results from different tasks that all purportedly measure procedural learning are highlighted. We conclude that current data do not provide an adequate test of the theory that a generalized procedural learning deficit is a causal risk factor for developmental dyslexia or developmental language disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01