Later learning stages in procedural memory are impaired in children with Specific Language Impairment

[en] Background According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language Impairment (SLI). Most studies investigating the PDH have used the sequence learning paradigm; however these studies have principally focused on initial sequence learning in a single practice session. Aims The present study sought to extend these investigations by assessing the consolidation stage and longer-term retention of implicit sequence-specific knowledge in 42 children with or without SLI. Methods and procedures Both groups of children completed a serial reaction time task and were tested 24 h and one week after practice. Outcomes and results Results showed that children with SLI succeeded as well as children with typical development (TD) in the early acquisition stage of the sequence learning task. However, as training blocks progressed, only TD children improved their sequence knowledge while children with SLI did not appear to evolve any more. Moreover, children with SLI showed a lack of the consolidation gains in sequence knowledge displayed by the TD children. Conclusions and implications Overall, these results were in line with the predictions of the PDH and suggest that later learning stages in procedural memory are impaired in SLI.

Disciplines :

Theoretical & cognitive psychology

Author, co-author :

Desmottes, Lise ; Université de Liège > Département de Psychologie : cognition et comportement > Logopédie clinique

Meulemans, Thierry ; Université de Liège > Département de Psychologie : cognition et comportement > Neuropsychologie

Maillart, Christelle ; Université de Liège > Département de Psychologie : cognition et comportement > Logopédie clinique

Language :

English

Title :

Later learning stages in procedural memory are impaired in children with Specific Language Impairment

Publication date :

January 2016

Journal title :

Research in Developmental Disabilities

ISSN :

0891-4222

eISSN :

1873-3379

Publisher :

Elsevier Science

Peer reviewed :

Peer Reviewed verified by ORBi

Available on ORBi :

since 03 November 2015

Statistics

Number of views

122 (15 by ULiège)

Number of downloads

6 (1 by ULiège)

More statistics

Scopus citations^®

Scopus citations^®
without self-citations

OpenCitations

OpenAlex citations

Bibliography

Adi-Japha E., Abu-Asba H. Learning, forgetting, and relearning: Skill learning in children with specific language impairment. American Journal of Speech-Language Pathology 2014, 23:696-707.
Adi-Japha E., Fox O., Karni A. Atypical acquisition and atypical expression of memory consolidation gains in a motor skill in young female adults with ADHD. Research in Developmental Disabilities 2011, 32:1011-1020.
American Psychiatric Association Diagnostic and statistical manual of mental disorders: DSM-IV-TR 2000, American Psychiatric Association, Washington, DC. 4th ed.
Archibald L.M., Gathercole S.E. Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders 2006, 41(6):675-693.
Cardy J.E., Tannock R., Johnson A.J., Johnson C.J. The contribution of processing impairments to SLI: Insights from Attention-Deficit/Hyperactivity Disorder. Journal of Communication Disorders 2010, 43:77-91.
Carpenter S.K., Cepeda N.J., Rohrer D., Kang S.H.K., Pashler H. Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review 2012, 24:369-378.
Chevrie-Muller C., Maillart C., Simon A.M., Fournier S. Langage oral, langage écrit, mémoire, Attention, 2ème édition: L2MA-2 2010, ECPA.: Edition du centre de psychologie appliquée (ECPA), Paris.
Conti-Ramsden G., Ullman M.T., Lum J.A. The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment. Frontiers in Psychology 2015, 6:1090.
Dabrowska E. Productivity, proceduralisation and SLI: Comment on Hsu and Bishop. Human Development 2010, 53:276-284.
Dorfberger S., Adi-Japha E., Karni A. Reduced susceptibility to interference in the consolidation of motor memory before adolescence. PLoS ONE 2007, 2:e240.
Doyon J., Bellec P., Amsel R., Penhune V.B., Monchi O., Carrier J., et al. Contributions of the basal ganglia and functionally related brain structures to motor learning. Behavioural Brain Research 2009, 199:61-75.
Doyon J., Benali H. Reorganization and plasticity in the adult brain during learning of motor skills. Current Opinion in Neurobiology 2005, 15:161-167.
Doyon J., Owen A., Petrides M., Sziklas V., Evans A. Functional anatomy of visuomotor skill learning in human subjects examined with positron emission tomography. European Journal of Neuroscience 1996, 8:637-648.
Doyon J., Ungerleider L. Functional anatomy of motor skill learning. Neuropsychology of memory 2002, 225-238. Guilford Press, New York. L. Squire, D. Schacter (Eds.).
Dunn L.M., Thiériault-Whalen C.M., Dunn L.M. Echelle de vocabulaire en images Peabody: Adaptation française du Peabody Picture Vocabulary Test 1993, Psycan, Toronto, Canada.
Flapper B.C.T., Schoemaker M.M. Developmental coordination disorder in children with specific language impairment: Comorbidity and impact on quality of life. Research in Developmental Disabilities 2013, 34:756-763.
Gabay Y., Schiff R., Vakil E. Dissociation between online and offline learning in developmental dyslexia. Journal of Clinical and Experimental Neuropsychology 2012, 34:279-288.
Gabriel A., Maillart C., Guillaume M., Stefaniak N., Meulemans T. Exploration of serial structure procedural learning in children with language impairment. Journal of the International Neuropsychological Society 2011, 17:1-8.
Gabriel A., Maillart C., Stefaniak N., Lejeune C., Desmottes L., Meulemans T. Procedural learning in specific language impairment: Effects of sequence complexity. Journal of the International Neuropsychological Society 2013, 19(3):264-271.
Gabriel A., Meulemans T., Parisse C., Maillart C. Procedural learning across modalities in French speaking children with specific language impairment. Applied Psycholinguistics 2014, 36(03):747-769.
Gabriel A., Stefaniak N., Maillart C., Schmitz X., Meulemans T. Procedural visual learning in children with specific language impairment. American Journal of Speech-Language Pathology 2012, 21:329-341.
Gabrieli J.D. Cognitive neuroscience of human memory. Annual Review of Psychology 1998, 49(1):87-115.
Gheysen F., Van Waelvelde H.D., Fias W. Impaired visuo-motor sequence learning in Developmental Coordination Disorder. Research in Developmental Disabilities 2011, 32:749-756.
Gillam R.B., Montgomery J., Gillam S. Attention and memory in child language disorders. Handbook of child language disorders 2009, 201-215. Psychology Press, New York, NY. R. Schwartz (Ed.).
Grunow H., Spaulding T.J., Gómez R.L., Plante E. The effects of variation on learning word order rules by adults with and without language-based learning disabilities. Journal of Communication Disorders 2006, 39:158-170.
Hauptman B., Reinhart E., Brandt S.E., Karni A. The predictive value of the leveling off within session performance for procedural memory consolidation. Cognitive Brain Research 2005, 24(2):181-189.
Hedenius M., Persson J., Alm P.A., Ullman M.T., Howard J.H., Howard D.V., et al. Impaired implicit sequence learning in children with developmental dyslexia. Research in Developmental Disabilities 2013, 34:3924-3935.
Hedenius M., Persson J., Tremblay A., Adi-Japha E., Verissimo J., Dye C.D., et al. Grammar predicts procedural learning and consolidation deficits in children with specific language impairment. Research in Developmental Disabilities 2011, 32:2362-2375.
Henderson L.M., Weighall A.R., Brown H., Gaskell M.G. Consolidation of vocabulary is associated with sleep in children. Developmental Science 2012, 15:674-687.
Hsu H.J., Bishop D.V. Sequence-specific procedural learning deficits in children with specific language impairment. Developmental Science 2014, 17:352-365.
Hsu H.J., Tomblin J.B., Christiansen M.H. Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment. Frontiers in Psychology 2014, 5:1-10.
Karni A., Meyer G., Rey-Hipolito C., Jezzard P., Adams M.M., et al. The acquisition of skilled motor performance: Fast and slow experience-driven changes in primary motor cortex. Proceedings of the National Academy of Sciences of the United States of America 1998, 95:861-868.
Knopman D., Nissen M.J. Procedural learning is impaired in Huntington's disease: Evidence from the serial reaction time task. Neuropsychologia 1991, 29:245-254.
Kuppuraj S., Prema K.S.R. Grammar as motor sequence learning. Indian Linguistics 2012, 73(1-4):147-164.
Lehericy S., Ducros M., Van de Moortele P.F., François C., Thivard L., Poupon C., et al. Diffusion tensor fiber tracking shows distinct corticostriatal circuits in humans. Annals of Neurology 2004, 55(4):522-529.
Lejeune C., Catale S., Willems T., Meulemans Intact procedural motor sequence learning in developmental coordination disorder. Research in Developmental Disabilities 2013, 34:1974-1981.
Leonard L.B. Children with specific language impairment 2014, The MIT Press, Cambridge, MA. 2nd ed.
Leonard L.B., Weismer S.E., Miller C.A., Francis D.J., Tomblin J., Kail R.V. Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research 2007, 50(2):408-428.
Lukács Á., Kemény F. Domain-general sequence learning deficit in specific language impairment. Neuropsychology 2014, 28(3):472.
Lum J., Bleses D. Declarative and procedural memory in Danish speaking children with specific language impairment. Journal of Communication Disorders 2012, 45(1):46-58.
Lum J.A., Conti-Ramsden G., Morgan A.T., Ullman M. Procedural learning deficits in specific language impairment (SLI): A meta-analysis of serial reaction time task performance. Cortex 2014, 51:1-10.
Lum J.A.G., Conti-Ramsden G., Page D.K., Ullman M.T. Working, declarative and procedural memory in specific language impairment. Cortex 2011, 48:1138-1154.
Lum J.A., Gelgic C., Conti-Ramsden G. Research report: Procedural and declarative memory in children with and without specific language impairment. International Journal of Language & Communication Disorders 2010, 45(1):96-107.
Macchi L., Descours C., Girard E., Guitton E., Morel C., Timmermans N., et al. Epreuve Lilloise de Discrimination Phonologique (ELDP) 2012, Institut d'Orthophonie Gabriel Decroix de Lille, Lille, France.
Mayor-Dubois C., Maeder P., Zesiger P., Roulet-Perez E. Visuo-motor and cognitive procedural learning in children with basal ganglia pathology. Neuropsychologia 2010, 48:2009-2017.
Mayor-Dubois C., Zesiger P., Van der Linden M., Roulet-Perez E. Nondeclarative learning in children with specific language impairment: Predicting regularities in the visuomotor, phonological, and cognitive domains. Child Neuropsychology 2012, 1:1-9.
Meulemans T., Van der Linden M., Perruchet P. Implicit sequence learning in children. Journal of Experimental Child Psychology 1998, 69:199-221.
Miller C.A., Kail R., Leonard L.B., Tomblin J. Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research 2001, 44(2):416-433.
Nissen M.J., Bullemer P. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology 1987, 19:1-32.
Packard M.G., Knowlton B.J. Learning and memory functions of the basal ganglia. Annual Review of Neuroscience 2002, 25:563-593.
Prehn-Kristensen A., Molzow I., Munz M., Wilhelm I., Muller K., Freytag D., et al. Sleep restores daytime deficits in procedural memory in children with attention-deficit/hyperactivity disorder. Research in Developmental Disabilities 2011, 32:2480-2488.
Riches N., Tomasello M., Conti-Ramsden G. Verb learning in children with SLI: Frequency and spacing effects. Journal of Speech, Language, and Hearing Research 2005, 48(6):1397-1411.
Robertson E.M., Pascual-Leone A., Miall R.C. Current concepts in procedural consolidation. Nature Reviews Neuroscience 2004, 5:576-582.
Sengottuvel K., Rao P.K.S. Aspects of grammar sensitive to procedural memory deficits in children with specific language impairment. Research in Developmental Disabilities 2013, 34:3317-3331.
Siegert R., Taylor K.D., Weatherall M., Abernethy D. Is implicit sequence learning impaired in Parkinson's disease? A metaanalysis. Neuropsychology 2006, 20:490-495.
Simoës-Perlant A., Largy P. Are implicit learning abilities sensitive to the type of material to be processed? Study on children with and without dyslexia. Journal of Research in Reading 2011, 34(3):298-314.
Tomblin J.B., Mainela-Arnold E., Zhang X. Procedural learning and adolescents with and without specific language impairment. Language Learning and Development 2007, 3(4):269-293.
Torkildsen J.V.K., Dailey N.S., Aguilar J.M., Gómez R., Plante E. Exemplar variability facilitates rapid learning of an otherwise unlearnable grammar by individuals with language-based learning disability. Journal of Speech, Language, and Hearing Research 2013, 56:618-629.
Ullman M.T. The declarative/procedural model of lexicon and grammar. Journal of Psycholinguistic Research 2001, 30(1):37-69.
Ullman M.T. A neurocognitive perspective on language: The declarative/procedural model. Nature Reviews Neuroscience 2001, 2:717-726.
Ullman M.T. Contributions of memory circuits to language: The declarative/procedural model. Cognition 2004, 92:231-270.
Ullman M.T. The declarative/procedural model: A neurobiologically-motivated theory of first and second language. Theories in second language acquisition 2015, Routledge, New York. 2nd ed. B. Van Patten, J. Williams (Eds.).
Ullman M., Pierpont E. Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex 2005, 41:399-433.
Ullman M.T., Pullman M.Y. A compensatory role for declarative memory in neurodevelopmental disorders. Neuroscience & Biobehavioral Reviews 2015, 51:205-222.
Wechsler D., Naglieri J.A. Wechsler Non Verbal Scale of Ability (WNV) 2006, The Psychological Corporation.
Willingham D.B. A neuropsychological theory of motor skill learning. Psychological Review 1998, 105(3):558.