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Related Experiment Video

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Procedural learning across the lifespan: A systematic review with implications for atypical development.

Fenny S Zwart1, Constance Th W M Vissers2,3, Roy P C Kessels1,4,5

  • 1Donders Institute for Brain Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.

Journal of Neuropsychology
|October 10, 2017
PubMed
Summary

Procedural learning shows age-related changes across the lifespan, not age invariance. Studies on autism spectrum disorder and specific language impairment need diverse age groups to understand developmental trajectories.

Keywords:
atypical developmentautism spectrum disorderdevelopmentimplicit learninglifespanprocedural learningserial reaction time taskspecific language impairmentsystematic reviewtypical development

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Neurodevelopmental Disorders

Background:

  • Procedural learning is crucial for acquiring daily skills, including language.
  • Existing models of procedural learning across the lifespan are conflicting.
  • Autism spectrum disorder (ASD) and specific language impairment (SLI) involve communication deficits.

Purpose of the Study:

  • To systematically review evidence on procedural learning trajectories across the lifespan.
  • To evaluate three competing models of procedural learning development and aging.
  • To examine procedural learning in ASD and SLI in light of these models.

Main Methods:

  • Systematic literature review of studies using the serial reaction time task.
  • Analysis of procedural learning across different age groups in typical development.
  • Review of studies on procedural learning in ASD and SLI.

Main Results:

  • Findings support age-related changes in procedural learning (peak in adulthood or plateau/decline).
  • Methodological variations explain inconsistencies in childhood procedural learning data.
  • A need for multi-age studies in ASD and SLI is highlighted.

Conclusions:

  • Procedural learning is not age-invariant, with significant developmental changes observed.
  • Future research on ASD and SLI requires broader age sampling for accurate modeling.
  • Understanding declarative learning's role is key for typical and atypical development.