procedural learning; specific language development; serial reaction time
Résumé :
[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 :
Psychologie cognitive & théorique
Auteur, co-auteur :
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
Langue du document :
Anglais
Titre :
Exploration of serial structure procedural learning in children with language impairment.
Date de publication/diffusion :
2011
Titre du périodique :
Journal of the International Neuropsychological Society
ISSN :
1355-6177
eISSN :
1469-7661
Maison d'édition :
Cambridge University Press, Cambridge, Royaume-Uni
Aslin, R.N., & Newport, E.L. (2008). What statistical learning can and can't tell us about language acquisition. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 15-29,). Mahwah, NJ: Lawrence Erlbaum Associates.
Bavin, E.L., Wilson, P.H., Maruff, P., & Sleeman, F. (2005). Spatio-visual memory of children with specific language impairment: Evidence for generalized processing problems. International Journal of Language Communication and Disability, 40, 319-332. (Pubitemid 40896493)
Bishop, D. (1989). Test for reception of grammar. Toronto: Pearson Canada Assessment.
Bishop, D.V., Carlyon, R.P., Deeks, J.M., & Bishop, S.J. (1999). Auditory temporal processing impairment: Neither necessary nor sufficient for causing language impairment in children. Journal of Speech, Language and Hearing Research, 42, 1295-1310.
Dunn, L.M., & Dunn, L.M. (1981). Peabody picture vocabulary test-revised: Manual for forms L and M. Circle Pines, MN: American Guidance Service.
Dunn, L.M., Thériault-Whalen, C.M., & Dunn, L.M. (1993). Echelle de vocabulaire en images Peabody: Adaptation française du Peabody Picture Vocabulary Test. Toronto, Canada: Psycan.
Ellis Weismer, S., Evans, J.L., & Hesketh, L. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1249-1260. (Pubitemid 29463759)
Ellis Weismer, S., Tomblin, J.B., Zhang, X., Buckwalter, P., Gaura Chynoweth, J., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865-878.
Evans, J.L., Saffran, J.R., & Robe-Torres, K. (2009). Statistical learning in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52, 321-335.
Friederici, A.D., & Wessels, J.M.I. (1993). Phonotactic knowledge of word boundaries and its use in infant speech perception. Perception & Psychophysics, 54, 287-295.
Gabriel, A., Stefaniak, N., Maillart, C., Schmitz, X., & Meulemans, T. Unimpaired implicit visual learning abilities in children with specific language impairment. Manuscript submitted for publication.
Gomez, R.L., & Gerken, L.A. (1999). Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge. Cognition, 70, 109-135. (Pubitemid 29249195)
Hill, E.L. (2001). Non-specific nature of specific language impairment: A review of the literature with regard to concomitant motor impairments. International Journal of Language & Communication Disorders/Royal College of Speech & Language Therapists, 36, 149-171. (Pubitemid 32391750)
Hill, P., Hogben, J., & Bishop, D. (2005). Auditory frequency discrimination in children with specific language impairment: A longitudinal study. Journal of Speech, Language, and Hearing Research, 48, 1136-1146. (Pubitemid 43190584)
Jusczyk, P.M., Friederici, A.D., Wessels, J.M., Svenkerud, V.Y., & Jusczyk, A.M. (1993). Infants' sensitivity to the soud patterns of native language words. Journal of Memory and Language, 32, 402-420.
Jusczyk, P.W., Houston, D.M., & Newsome, M. (1999). The beginnings of words segmentation in English-learning infants. Cognitive Psychology, 39, 159-207.
Kemény, F., & Lukács, A. (2010). Impaired procedural learning in language impairment: Results from probabilistic categorization. Journal of Clinical and Experimental Neuropsychology, 32, 249-258.
Khomsi, A. (2001). Evaluation du langage oral. Paris: Les Editions du Centre de Psychologie Appliquée.
Knowlton, B., Squire, L., & Gluck, M. (1994). Probabilistic classification learning in amnesia. Learning & Memory, 1, 106-120. (Pubitemid 2143747)
Lecocq, P. (1996). Epreuve de Compréhension Syntaxico- Sémantique. Villeneuve d'Ascq: Presses Universitaires du Septentrion.
Lum, J.A.G., Gelgec, C., & Conti-Ramsden, G. (2009). Research report: Procedural and declarative memory in children with and without specific language impairment. International Journal of Language & Communication Disorders, 45, 1-19.
Mattys, S.L., Jusczyk, P.W., Luce, P.A., & Morgan, J.L. (1999). Word segmentation in infants: How phonotactics and prosody combine. Cognitive Psychology, 38, 465-494.
McArthur, G.M., & Bishop, D. (2004). Which people with specific language impairment have auditory processing deficits? Cognitive Neuropsychology, 21, 79-94. (Pubitemid 38232743)
Meulemans, T., Van der Linden, M., & Perruchet, P. (1998). Implicit sequence learning in children. Journal of Experimental Child Psychology, 69, 199-221. (Pubitemid 128423337)
Miller, C.A., Kail, R., Leonard, L.B., & Tomblin, J. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 416-433. (Pubitemid 33649442)
Nissen, M.J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
Plante, E., Gomez, R., & Gerken, L. (2002). Sensitivity to word order cues by normal and language/learning disabled adults. Journal of Communication Disorders, 35, 453-462. (Pubitemid 34764051)
Rice, M.L., Buhr, J.C., & Nemeth, M. (1990). Fast mapping word-learning abilities of language-delayed preschoolers. Journal of Speech & Hearing Disorders, 55, 33-42. (Pubitemid 20106643)
Saffran, J.R., Newport, E.L., & Aslin, R.N. (1996). Word segmentation: The role of distributional cues. Journal of Memory and Language, 35, 606-621. (Pubitemid 126160417)
Stefaniak, N., Willems, S., Adam, S., & Meulemans, T. (2008). What is the impact of the explicit knowledge of sequence regularities in both deterministic and probabilistic serial reaction time task performance? Memory & Cognition, 36, 1283-1298.
Tallal, P., Miller, S.L., Bedi, G., Byma, G., Wang, X., Nagarajan, S.S., y Merzenich, M.M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271, 81-84. (Pubitemid 26033281)
Tomblin, B., Mainela-Arnold, E., & Zhang, X. (2007). Procedural learning in children with and without specific language impairment. Journal of Child Language Learning and Development, 3, 269-293.
Ullman, M.T. (2001). A neurocognitive perspective on language: The declarative/procedural model. Nature Reviews Neuroscience, 2, 717-726. (Pubitemid 33674817)
Ullman, M.T., & Pierpont, E.I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex, 41, 399-433. (Pubitemid 40561462)
Van der Lely, H.K.J. (2003). Do heterogeneous deficits require heterogeneous theories? SLI subgroups and the RDDR hypothesis. In Y. Levy & J. Schaeffer (Eds.), Language competence across populations: Toward a definition of specific language impairment (pp. 97-133). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Wechsler, D. (2005). Echelle d'intelligence de Wechsler pour enfants et adolescents-quatrième édition-WISC IV. Paris: Les Editions du Centre de Psychologie Appliquée.
