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Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Speech-Language Pathology

Background:

  • Interventions for developmental language disorder (DLD) often use performance feedback.
  • The efficacy of feedback-based learning in children with DLD is not well understood.

Purpose of the Study:

  • To evaluate the impact of performance feedback on learning in school-aged children with DLD.
  • To compare learning outcomes between feedback-based and feedback-free tasks.
  • To investigate electrophysiological markers of feedback processing in children with and without DLD.

Main Methods:

  • 13 children with DLD (8-12 years) and 14 typically developing peers completed two learning tasks (novel name-object pairing).
  • Tasks varied in the presence of performance feedback.
  • Learning was assessed via immediate and follow-up tests; electrophysiological data (feedback-related negativity) were recorded.

Main Results:

  • Children with DLD showed poorer learning than peers on both tasks.
  • Both groups performed better on the feedback-free task.
  • Children repeated correct responses after positive feedback but not errors after negative feedback.
  • Typically developing children showed a larger feedback-related negativity to negative feedback; DLD group did not.

Conclusions:

  • 8- to 12-year-old children, particularly those with DLD, benefit more from feedback-free learning environments.
  • Negative feedback is less effective than positive feedback for learning in children.
  • Impaired feedback processing, behaviorally and electrophysiologically, is evident in children with DLD.