Procedural and declarative memory brain systems in developmental language disorder (DLD)

Lee, Joanna C.; Nopoulos, Peg; Tomblin, J. Bruce

doi:10.1016/j.bandl.2020.104789

Cited by 16 publications

(22 citation statements)

References 101 publications

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“…These results agree with other works showing DM deficits in children with DLD (e.g., Lum et al, 2010 ; Bishop and Hsu, 2015 ; Kuppuraj et al, 2016 ; Lukács et al, 2017 ; McGregor et al, 2017 ; Lee, 2018 ; Haebig et al, 2019 ), thus failing to provide support for the compensatory role of DM in DLD, as the PDH claims ( Ullman and Pierpont, 2005 ; Ullman et al, 2020 ). They also agree with a recent neuroimaging study using the diffusion tensor imaging (DTI) technique ( Lee et al, 2020 ) showing dysfunctions in the white matter of the brain structures supporting both procedural and declarative functioning in adolescents and young adults with DLD relative to TLD controls.…”

Section: Discussionsupporting

confidence: 90%

Explicit Instructions Do Not Enhance Auditory Statistical Learning in Children With Developmental Language Disorder: Evidence From Event-Related Potentials

et al. 2022

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A current issue in psycholinguistic research is whether the language difficulties exhibited by children with developmental language disorder [DLD, previously labeled specific language impairment (SLI)] are due to deficits in their abilities to pick up patterns in the sensory environment, an ability known as statistical learning (SL), and the extent to which explicit learning mechanisms can be used to compensate for those deficits. Studies designed to test the compensatory role of explicit learning mechanisms in children with DLD are, however, scarce, and the few conducted so far have led to inconsistent results. This work aimed to provide new insights into the role that explicit learning mechanisms might play on implicit learning deficits in children with DLD by resorting to a new approach. This approach involved not only the collection of event-related potentials (ERPs), while preschool children with DLD [relative to typical language developmental (TLD) controls] were exposed to a continuous auditory stream made of the repetition of three-syllable nonsense words but, importantly, the collection of ERPs when the same children performed analogous versions of the same auditory SL task first under incidental (implicit) and afterward under intentional (explicit) conditions. In each of these tasks, the level of predictability of the three-syllable nonsense words embedded in the speech streams was also manipulated (high vs. low) to mimic natural languages closely. At the end of both tasks’ exposure phase, children performed a two-alternative forced-choice (2-AFC) task from which behavioral evidence of SL was obtained. Results from the 2-AFC tasks failed to show reliable signs of SL in both groups of children. The ERPs data showed, however, significant modulations in the N100 and N400 components, taken as neural signatures of word segmentation in the brain, even though a detailed analysis of the neural responses revealed that only children from the TLD group seem to have taken advantage of the previous knowledge to enhance SL functioning. These results suggest that children with DLD showed deficits both in implicit and explicit learning mechanisms, casting doubts on the efficiency of the interventions relying on explicit instructions to help children with DLD to overcome their language difficulties.

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Section: Discussionsupporting

confidence: 90%

Explicit Instructions Do Not Enhance Auditory Statistical Learning in Children With Developmental Language Disorder: Evidence From Event-Related Potentials

et al. 2022

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“…Par exemple, le modèle propose que les connaissances à propos des mots et de leur signification (lexico-sémantiques), ainsi que les formes irrégulières des verbes, soient stockées en mémoire déclarative et donc sous-tendues par les réseaux DÉFICIT PROCÉDURAL ET TROUBLE DÉVELOPPEMENTAL DU LANGAGE 9 cérébraux lui étant associés (Ullman, 2001(Ullman, , 2004. Ces réseaux cérébraux impliquent en grande partie les régions hippocampiques situées au sein du lobe temporal médian, elles-mêmes en interaction avec d'autres structures cérébrales telles que le cortex préfrontal et temporo-pariétal (Cabeza & Moscovitch, 2013 ;Eichenbaum et al, 2012 ;Henke, 2010 ;Hitti & Siegelbaum, 2014 ;Lee et al, 2020 ;Squire, 2004 ;Ullman, 2004).…”

Section: Le Modèle Déclaratif/procédural : Importance Des Réseaux Cér...unclassified

“…ex., flexion des verbes et ordre des mots dans la phrase) (Conti-Ramsden et al, 2015 ;Ullman, 2004 ;Ullman & Pierpont, 2005) soient supportés par les réseaux cérébraux soutenant les apprentissages en mémoire procédurale (Ullman, 2001(Ullman, , 2004. Sur le plan neuroanatomique, ces processus d'apprentissage dépendraient de plusieurs réseaux impliquant notamment certaines portions des régions (pré)frontales (dont l'aire Broca), pariétales, les noyaux de la base (striatum) et le cervelet (Henke, 2010 ;Lee et al, 2020 ;Middleton & Strick, 2000;Packard & Knowlton, 2002 ;Pigdon et al, 2019 ;Ullman 2001Ullman , 2004Ullman et al, 2020).…”

Section: Le Modèle Déclaratif/procédural : Importance Des Réseaux Cér...unclassified

“…Si des anomalies au niveau des régions frontales (Broca), des ganglions de la base (noyau caudé) et de la région périsylvienne (symétrie atypique) avaient été initialement rapportées dans le TDL (Gauger et al, 1997 ;Jernigan et al, 1991 ;Leonard et al, 2002Leonard et al, , 2006Plante et al,1991 ;Soriano-Mas et al, 2009), peu d'études se sont depuis concentrées sur l'analyse des propriétés structurelles du cerveau de ces patients. Toutefois, des recherches récentes suggèrent une anomalie du volume de matière grise au sein de la région postcentrale droite (Girbau-Massana et al, 2014), de l'hémisphère cérébelleux droit (Pigdon et al, 2019), ainsi que des anomalies de la microstructure de la substance blanche au sein des circuits cortico-striés et cortico-cérébelleux et de la région temporo-médiale (Lee et al, 2020) chez ces patients.…”

Section: Apport De L'étude Des Réseaux Cérébraux Soutenant La Mémoire...unclassified

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L’hypothèse du déficit procédural : apport pour la compréhension du trouble développemental du langage, sa spécificité et ses comorbidités

Juvené¹,

Thomas²,

Aeby³

et al. 2022

Enfance

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“…Importantly, neuropsychological studies have evidenced different developmental trajectories relative to the time at which the declarative and procedural memory systems reach full anatomical and functional maturity. In general, brain structures subserving nondeclarative memory (including procedural memory) mature earlier in life during infancy and early childhood (Nelson & Webb, 2002), although there is evidence that additional development may occur at later stages (Lee, Nopoulos, & Tomblin, 2020). By contrast, the declarative memory system matures comparatively more slowly during childhood, reaching full functional maturity only during adolescence with a peak in early adulthood (e.g., Bauer, 2007; Giedd et al., 1999).…”

Section: Background Literaturementioning

confidence: 99%

Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning

Pili-Moss

2021

Language Learning

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This study examined the role of child cognitive abilities for procedural and declarative learning in the earliest stages of second language (L2) exposure. In the context of a computer game, 53 first language Italian monolingual children were aurally trained in a novel miniature language over 3 consecutive days. A mixed effects model analysis of the relationship between cognitive predictors and outcomes in morphosyntax measured via a grammaticality judgment test (GJT) was performed. Relative to adults trained in the same paradigm, children with higher procedural learning ability (measured via an alternate serial reaction time task) showed significantly better learning of word order, although the effect size was small. Modeling accuracy in online sentence comprehension during the game also evidenced that higher procedural learning ability was positively associated with significantly better outcomes as practice progressed. By contrast, a composite measure of verbal and visual declarative learning ability did not predict L2 outcomes in either the GJT or the online measure.

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Procedural and declarative memory brain systems in developmental language disorder (DLD)

Cited by 16 publications

References 101 publications

Explicit Instructions Do Not Enhance Auditory Statistical Learning in Children With Developmental Language Disorder: Evidence From Event-Related Potentials

Explicit Instructions Do Not Enhance Auditory Statistical Learning in Children With Developmental Language Disorder: Evidence From Event-Related Potentials

L’hypothèse du déficit procédural : apport pour la compréhension du trouble développemental du langage, sa spécificité et ses comorbidités

Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning

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