procedural learning; specific language development; serial reaction time
[en] Recent studies on specific language impairment (SLI) have suggested that language deficits are directly associated with poor procedural learning abilities. Findings from our previous work are contrary to this hypothesis; we found that children with SLI were able to learn eight-element-long sequences as fast and as accurately as children with normal language (NL) on a serial reaction time (SRT) task. A probabilistic rather than a deterministic SRT paradigm was used in the current study to explore procedural learning in children with SLI to mimic real conditions of language learning. Fifteen children with or without SLI were compared on an SRT task including a probabilistic eight-element-long sequence. Results show that children with SLI were able to learn this sequence as fast and as accurately as children with NL, and that similar sequence-specific learning was observed in both groups. These results are novel and suggest that children with SLI do not display global procedural system deficits. (JINS, 2011, 17, 1-8).
Theoretical & cognitive psychology
Author, co-author :
Gabriel, Audrey ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Logopédie clinique
Maillart, Christelle ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Logopédie clinique
Stefaniak, Nicolas ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Meulemans, Thierry ; Université de Liège - ULiège > Services généraux (Fac. de psycho. et des sc. de l'éducat.) > Doyen de la Faculté de Psychologie et des sc. de l'éducation
Exploration of serial structure procedural learning in children with language impairment.
Publication date :
Journal title :
Journal of the International Neuropsychological Society
Cambridge University Press, Cambridge, United Kingdom
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