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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

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Related Experiment Video

Updated: May 20, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

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Published on: December 14, 2012

Procedural visual learning in children with specific language impairment.

Audrey Gabriel1, Nicolas Stefaniak, Christelle Maillart

  • 1University of Liège, Belgium. audrey.gabriel@ulg.ac.be

American Journal of Speech-Language Pathology
|August 1, 2012
PubMed
Summary

Children with specific language impairment (SLI) show procedural learning (PL) abilities, challenging the procedural deficit hypothesis (PDH). Their performance on sequential learning tasks improves when motor demands are reduced.

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Area of Science:

  • Developmental psychology
  • Neuroscience
  • Linguistics

Background:

  • The procedural deficit hypothesis (PDH) posits that impaired procedural learning (PL) underlies language difficulties in children with specific language impairment (SLI).
  • Previous research suggests a link between procedural learning deficits and language impairments in SLI.

Purpose of the Study:

  • To investigate whether children with SLI exhibit deficits in procedural learning, specifically sequential learning.
  • To test the predictions of the procedural deficit hypothesis (PDH) regarding language and procedural learning in SLI.

Main Methods:

  • Comparison of 15 children with SLI and typically developing (TD) peers on visual serial reaction time (SRT) tasks.
  • Two experiments were conducted: one using a keyboard response mode and another using a touchscreen to vary motor and cognitive demands.

Main Results:

  • Children with SLI demonstrated learning on the SRT task but were slower and made more errors than TD peers in the keyboard condition (Experiment 1).
  • These performance differences between SLI and TD groups disappeared when using a touchscreen response mode (Experiment 2).

Conclusions:

  • Children with SLI possess sequential learning capabilities.
  • Slower reaction times in prior studies may be attributed to response mode, not inherent procedural learning deficits.
  • The findings do not support the PDH, suggesting that language impairments in SLI are not caused by poor procedural learning abilities.