Exploration of serial structure procedural learning in children with language impairment.

[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).

Disciplines :

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

Guillaume, mélody

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

Language :

English

Title :

Exploration of serial structure procedural learning in children with language impairment.

Publication date :

2011

Journal title :

Journal of the International Neuropsychological Society

ISSN :

1355-6177

eISSN :

1469-7661

Publisher :

Cambridge University Press, Cambridge, United Kingdom

Volume :

Pages :

1-8

Peer reviewed :

Peer Reviewed verified by ORBi

Available on ORBi :

since 07 July 2011

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