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Related Experiment Video

Updated: May 15, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Procedural learning in specific language impairment: effects of sequence complexity.

Audrey Gabriel¹, Christelle Maillart, Nicolas Stefaniak

¹Department of Cognitive Science, University of Liège, Liège, Belgium. audrey.gabriel@ulg.ac.be

Journal of the International Neuropsychological Society : JINS

|January 10, 2013

Summary

Children with specific language impairment (SLI) show deficits in procedural memory when learning complex sequences, supporting the procedural deficit hypothesis (PDH). Their learning ability depends on sequence complexity.

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Area of Science:

Neuroscience
Developmental Psychology
Linguistics

Background:

The procedural deficit hypothesis (PDH) links language impairments in specific language impairment (SLI) to procedural memory deficits.
Previous studies using serial reaction time (SRT) tasks yielded conflicting results regarding procedural learning in children with SLI.

Purpose of the Study:

To investigate the procedural deficit hypothesis (PDH) in children with SLI using more complex, second-order conditional sequences.
To clarify discrepancies in previous findings on procedural learning in SLI.

Main Methods:

A group of 21 children with SLI and typically developing controls completed a serial reaction time (SRT) task.
The task involved learning second-order conditional sequences, which are statistically more complex than those used previously.
Reaction times and sequence-specific learning were measured.

Main Results:

Children with SLI exhibited significantly longer reaction times compared to controls.
Children with SLI showed no evidence of sequence-specific learning, unlike the control group.
Performance differences suggest impaired procedural memory in children with SLI.

Conclusions:

The findings support the procedural deficit hypothesis (PDH) for specific language impairment (SLI).
Procedural sequence learning in children with SLI is sensitive to the complexity of the learned sequence.
More complex sequences reveal underlying procedural memory deficits in SLI.