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Related Concept Videos

Language Development01:22

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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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.
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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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Related Experiment Video

Updated: Apr 24, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Learning, forgetting, and relearning: skill learning in children with language impairment.

Esther Adi-Japha, Haia Abu-Asba

    American Journal of Speech-Language Pathology
    |September 13, 2014
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    Summary

    Children with specific language impairment (SLI) show effective skill learning during practice but poor retention over time. This suggests difficulties in consolidating newly acquired skills, impacting long-term learning.

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    Area of Science:

    • Developmental Psychology
    • Neuroscience
    • Speech-Language Pathology

    Background:

    • Specific Language Impairment (SLI) affects language development and may impact broader cognitive skills.
    • Understanding skill acquisition in children with SLI is crucial for targeted interventions.

    Purpose of the Study:

    • To investigate whether skill acquisition difficulties in children with SLI stem from learning processes during practice or from retention over time.
    • To differentiate between within-session learning and between-session skill retention in SLI.

    Main Methods:

    • A complex grapho-motor symbol was taught to 5-year-old children with SLI and age-matched peers over 4 days.
    • Performance was assessed during practice sessions and after a 10-day retention interval.
    • Fine motor skills were considered as a potential confounding factor.

    Main Results:

    • Children with SLI demonstrated effective within-session learning, reaching similar performance levels by the end of each practice day.
    • Despite faster within-session improvement, children with SLI showed poorer skill retention between sessions, especially over the 10-day interval.
    • Accuracy differences between groups decreased over time, but speed deficits persisted.

    Conclusions:

    • Children with SLI exhibit a specific deficit in retaining newly learned skills, rather than in the initial learning process.
    • This retention deficit may be linked to delayed or impaired consolidation processes, contributing to task forgetting.
    • Findings highlight the importance of addressing consolidation in interventions for children with SLI.