Learning, Forgetting, and Relearning: Skill Learning in Children With Language Impairment

Adi-Japha, Esther; Abu-Asba, Haia

doi:10.1044/2014_ajslp-13-0031

Cited by 18 publications

(8 citation statements)

References 74 publications

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“…Prior to this investigation, there had been several reports on offline consolidation in SLI [18–21], but the precise role of sleep, and its relationship with language, remained unclear. While these prior studies focused on tracking the retention of skill learning [18–20] or learned information [21] across periods that included sleep, all but one [18] found differences in initial learning between those with and without SLI. As differences in initial encoding have been shown to mediate the magnitude of offline consolidation effects [32], differences in learning over multiple days could have reflected a slower initial learning phase that set the SLI group behind their typical counterparts.…”

Section: Discussionmentioning

confidence: 99%

Adults with Specific Language Impairment fail to consolidate speech sounds during sleep

Earle

Landi

Myers

2018

Neuroscience Letters

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Specific Language Impairment (SLI) is a common learning disability that is associated with poor speech sound representations. These differences in representational quality are thought to impose a burden on spoken language processing. The underlying mechanism to account for impoverished speech sound representations remains in debate. Previous findings that implicate sleep as important for building speech representations, combined with reports of atypical sleep in SLI, motivate the current investigation into a potential consolidation mechanism as a source of impoverished representations in SLI. In the current study, we trained individuals with SLI on a new (nonnative) set of speech sounds, and tracked their perceptual accuracy and neural responses to these sounds over two days. Adults with SLI achieved comparable performance to typical controls during training, however demonstrated a distinct lack of overnight gains on the next day. We propose that those with SLI may be impaired in the consolidation of acoustic-phonetic information.

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Section: Discussionmentioning

confidence: 99%

Adults with Specific Language Impairment fail to consolidate speech sounds during sleep

Earle

Landi

Myers

2018

Neuroscience Letters

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“…Previous studies of procedural memory in children and adults suggest that long-term retention is more susceptible to retrieval of explicit aspects of the task that are related to planning and declarative knowledge ( Savion-Lemieux and Penhune, 2005 ; Adi-Japha and Abu-Asba, 2014 ). A decrease with time in performance level characterizes movements composed of discrete units, rather than continuous ones.…”

Section: Introductionmentioning

confidence: 99%

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

Julius

Adi-Japha

2015

Front. Psychol.

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Many new skills are acquired during early childhood. Typical laboratory skill learning tasks are not applicable for developmental studies that involve children younger than 8 years of age. It is not clear whether young children and adults share a basic underlying skill learning mechanism. In the present study, the learning and retention of a simple grapho-motor pattern were studied in three age groups: 5–6, 7–8, and 19–29 years. Each block of the task consists of identical patterns arranged in a spaced writing array. Progression across the block involves on-page movements while producing the pattern, and off-page movements between patterns. The participants practiced the production of the pattern using a digitizing tablet and were tested at 24 h and 2 weeks post-practice. All age groups produced the task blocks more quickly with practice, and the learning rate was inversely related to the initial production time. All groups exhibited additional gains 24 h post-practice that were well-retained 2 weeks later. The accuracy of the participants was maintained throughout the 2-weeks period. These findings suggest that young children and young adults use a similar mechanism when learning the task. Nevertheless, the 6-years-old spent more time off-page during retention testing than when tested at 24 h post-practice, thus supporting the notion that an age advantage may exists in the long-term retention of skills due to planning-dependent aspects.

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“…This variability in the outcome of memory evolution indicates that it is a major point of vulnerability along the pathway to learning a new word (Storkel, 2015). Moreover, children with SLI appear to have difficulty retaining new learning (Adi-Japha & Abu- Asba, 2014;McGregor, Licandro, et al, 2013;Oetting, 1999;Rice et al, 1994;Riches et al, 2005). In fact, word learning by children with SLI appears to worsen as training accumulates, potentially due to deficits in memory evolution (Kan & Windsor, 2010).…”

Section: Treatment Modificationsmentioning

confidence: 99%

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

Storkel

Komesidou

Fleming

et al. 2017

LSHSS

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Purpose: The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method: Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results:The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0-1 treated words correctly at Naming Test 1; naming 0-2 treated words correctly at Naming Test 2; naming 0-3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success.Conclusion: Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

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Learning, Forgetting, and Relearning: Skill Learning in Children With Language Impairment

Abstract: In spite of effective within-session learning, children with SLI did not retain the new skill well. The deficit may be attributed to task forgetting in the presence of delayed consolidation processes.

Cited by 18 publications

References 74 publications

Adults with Specific Language Impairment fail to consolidate speech sounds during sleep

Adults with Specific Language Impairment fail to consolidate speech sounds during sleep

Learning of a simple grapho-motor task by young children and adults: similar acquisition but age-dependent retention

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

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