Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment

Abstract

The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining the consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically-developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that these impairments are specifically tied to the grammatical deficits in the disorder. The possibility that consolidation and longer-term learning are problematic in the disorder suggests a locus of potential study for therapeutic approaches. In sum, this study clarifies our understanding of the underlying deficits in SLI, and suggests avenues for further research.

Impaired implicit sequence learning in children with developmental dyslexia

“…They extend previous findings by showing, for the first time, that the sequence learning impairment in children with DD may be most pronounced in learning stages beyond a single practice session and the early, fast acquisition phase. Interestingly, a similar pattern of results has previously been reported for children with specific language impairment, a condition which often co-occurs with DD (Hedenius et al, 2011).…”

“…Subjects were asked to press one of four horizontally arranged buttons whenever the stimulus appeared in the corresponding location on the screen. Specifically, they were asked to ''catch the dog'' as quickly and accurately as possible by pressing the button corresponding to the circle in which the dog appeared (Hedenius et al, 2011). The sequence regularity was not mentioned.…”

Implicit learning seems to come naturally for children with autism, but not for children with specific language impairment: Evidence from behavioral and ERP data

“…However, some studies report a deficit only in retention of learning, not in initial sequence learning [e.g., Desmottes, Maillart, & Meulemans, 2017; Hedenius et al, 2011]. Furthermore, a substantial number of other studies have also reported comparable learning in SLI on the SRT task [Gabriel et al, 2011; Gabriel, Meulemans, Parisse, & Maillart, 2015; Gabriel, Stefaniak, Maillart, Schmitz, & Meulemans, 2012; Lum & Bleses, 2012].…”

Syntactic Awareness and Text Production in Brazilian Portuguese Students with Learning Disabilities

“…Children with LD often have considerable difficulties during the literacy process, difficulties that become obstacles to the learning of reading and writing and to the association of the proposed contents [37,38,39]. The main feature of this kind of difficulty is the low efficiency and performance in activities such as reading, writing, and mathematics in relation to what could be expected from children according to their intelligence and opportunities [31].…”