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Related Experiment Video

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

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Sequence-specific procedural learning deficits in children with specific language impairment.

Hsinjen Julie Hsu¹, Dorothy V M Bishop

¹Graduate Institute of Audiology and Speech Therapy, National Kaohsiung Normal University, Taiwan.

Developmental Science

|January 14, 2014

Summary

Children with specific language impairment (SLI) show deficits in learning sequential information, not general procedural learning. This impacts both motor and verbal sequence learning tasks.

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Area of Science:

Developmental Psychology
Neuroscience
Linguistics

Background:

Specific language impairment (SLI) is a developmental disorder affecting language acquisition.
The procedural deficit hypothesis suggests SLI stems from general procedural learning impairments.
Previous research has yielded mixed results regarding procedural learning in SLI.

Purpose of the Study:

To investigate the procedural deficit hypothesis in children with SLI.
To differentiate between general procedural learning deficits and sequence-specific learning impairments in SLI.
To examine motor and verbal sequence learning in children with SLI.

Main Methods:

Compared children with SLI (n=48) to age-matched (n=20) and grammar-matched (n=28) typically developing children.
Assessed performance on a serial reaction time task (motor sequence learning).
Evaluated performance on a pursuit rotor task (non-sequential motor learning) and a Hebb effect task (verbal sequence learning).

Main Results:

Children with SLI were impaired in motor sequence learning compared to age-matched controls.
SLI group performed comparably to controls on non-sequential motor learning.
Children with SLI exhibited deficits in implicit verbal sequence learning.

Conclusions:

Findings challenge the broad procedural deficit hypothesis of SLI.
SLI appears characterized by difficulties with sequence-specific learning, not general procedural learning deficits.
This suggests a targeted deficit in learning ordered information in SLI.