scholarly journals Working, declarative and procedural memory in specific language impairment

Cortex ◽  
2012 ◽  
Vol 48 (9) ◽  
pp. 1138-1154 ◽  
Author(s):  
Jarrad A.G. Lum ◽  
Gina Conti-Ramsden ◽  
Debra Page ◽  
Michael T. Ullman
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Procedural Memory ◽  
Specific Language

Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

2019 ◽  
Vol 62 (10) ◽  
pp. 3790-3807 ◽  
Author(s):  
Sara Ferman ◽  
Liat Kishon-Rabin ◽  
Hila Ganot-Budaga ◽  
Avi Karni
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Explicit Knowledge ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Specific Language ◽  
Language Problems ◽  
Morphological Rule ◽  
Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

scholarly journals Procedural learning across modalities in French-speaking children with specific language impairment

2014 ◽  
Vol 36 (3) ◽  
pp. 747-769 ◽  
Author(s):  
AUDREY GABRIEL ◽  
THIERRY MEULEMANS ◽  
CHRISTOPHE PARISSE ◽  
CHRISTELLE MAILLART
Keyword(s):  
Sequence Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Procedural Memory ◽  
Typically Developing ◽  
Specific Sequence ◽  
Specific Language ◽  
Language Problems ◽  
Serial Reaction ◽  
French Speaking

ABSTRACTIt has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial reaction time (SRT) studies did not reveal any differences between the SLI and typically developing (TD) groups on the measures of procedural memory linked to visual sequence learning. In this paper, 16 children with and without SLI were compared on two versions of SRT tasks: a visual task and an auditory one. The results showed that children with SLI were as fast as their TD peers in both modalities. All of the children obtained similar specific sequence learning indices, indicating that they were able to detect regularities in both modalities. Although children with SLI were as accurate as their TD peers for the visual SRT task, they made more errors than their TD peers in auditory SRT conditions. The results indicate that, in relation to procedural memory, the core of the impairment in SLI is not linked to difficulties in the detection of regularities. We argue that when children with SLI present some difficulties, the children's weaknesses might depend on the type of processing involved (e.g., tasks involving auditory sequences).

scholarly journals Influence of Language Load on Speech Motor Skill in Children With Specific Language Impairment

2018 ◽  
Vol 61 (3) ◽  
pp. 675-689 ◽  
Author(s):  
Meredith Saletta ◽  
Lisa Goffman ◽  
Caitlin Ward ◽  
Jacob Oleson
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Load Condition ◽  
Procedural Memory ◽  
High Load ◽  
Motor Deficits ◽  
Typical Development ◽  
Specific Language ◽  
Low Load ◽  
Speech Motor

Purpose Children with specific language impairment (SLI) show particular deficits in the generation of sequenced action: the quintessential procedural task. Practiced imitation of a sequence may become rote and require reduced procedural memory. This study explored whether speech motor deficits in children with SLI occur generally or only in conditions of high linguistic load, whether speech motor deficits diminish with practice, and whether it is beneficial to incorporate conditions of high load to understand speech production. Method Children with SLI and typical development participated in a syntactic priming task during which they generated sentences (high linguistic load) and, then, practiced repeating a sentence (low load) across 3 sessions. We assessed phonetic accuracy, speech movement variability, and duration. Results Children with SLI produced more variable articulatory movements than peers with typical development in the high load condition. The groups converged in the low load condition. Children with SLI continued to show increased articulatory stability over 3 practice sessions. Both groups produced generated sentences with increased duration and variability compared with repeated sentences. Conclusions Linguistic demands influence speech motor production. Children with SLI show reduced speech motor performance in tasks that require language generation but not when task demands are reduced in rote practice.

scholarly journals Procedural Learning in Specific Language Impairment: Effects of Sequence Complexity

2013 ◽  
Vol 19 (3) ◽  
pp. 264-271 ◽  
Author(s):  
Audrey Gabriel ◽  
Christelle Maillart ◽  
Nicolas Stefaniak ◽  
Caroline Lejeune ◽  
Lise Desmottes ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Reaction Times ◽  
Procedural Memory ◽  
Abnormal Development ◽  
Typically Developing ◽  
Specific Language ◽  
Serial Reaction ◽  
Procedural Deficit Hypothesis ◽  
Specific Learning

AbstractAccording to the procedural deficit hypothesis (PDH), abnormal development in the procedural memory system could account for the language deficits observed in specific language impairment (SLI). Recent studies have supported this hypothesis by using a serial reaction time (SRT) task, during which a slower learning rate is observed in children with SLI compared to controls. Recently, we obtained contrasting results, demonstrating that children with SLI were able to learn a sequence as quickly and as accurately as controls. These discrepancies could be related to differences in the statistical structure of the SRT sequence between these studies. The aim of this study was to further assess, in a group of 21 children with SLI, the PDH with second-order conditional sequences, which are more difficult to learn than those used in previous studies. Our results show that children with SLI had impaired procedural memory, as evidenced by both longer reaction times and no sign of sequence-specific learning in comparison with typically developing controls. These results are consistent with the PDH proposed by Ullman and Pierpont (2005) and suggest that procedural sequence-learning in SLI children depends on the complexity of the to-be-learned sequence. (JINS, 2013, 19, 1–8)

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

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