Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment.
Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment.
复制标题
DOI：
10.1016/j.ridd.2011.07.026
复制
发表时间：
2011-11
影响因子：
3.1
通讯作者：
Ullman MT
中科院分区：
文献类型：
--
作者：
Hedenius M;Persson J;Tremblay A;Adi-Japha E;Veríssimo J;Dye CD;Alm P;Jennische M;Bruce Tomblin J;Ullman MT
程序性缺陷假说（PDH）认为，特定语言障碍（SLI）在很大程度上可以用辅助程序性记忆的大脑结构异常来解释。PDH预示着程序记忆本身的损伤，而这种损伤是在这种障碍中观察到的语法缺陷的基础。先前的研究确实报道了特殊语言障碍的程序性学习障碍，并发现这些障碍与语法困难有关。本研究通过研究特殊语言障碍儿童的巩固和长期程序顺序学习来扩展这一研究。交替序列反应时间（ASRT）任务在SLI儿童和典型发展（TD）儿童的初始学习阶段和平均3天后进行，以测试巩固和长期学习。尽管两组都表现出初始顺序学习的迹象，但只有TD儿童表现出明确的巩固迹象，尽管两组在长期学习方面没有差异。当孩子们根据语法缺陷而不是更广泛的语言缺陷重新分类时，一个更清晰的模式出现了。尽管语法受损组和语法正常组都表现出了初始顺序学习的迹象，但只有语法正常组表现出了巩固和长期学习。事实上，语法受损组似乎失去了在最初测试过程中获得的任何序列知识。即使在控制词汇量或广泛的非语法语言测量时，这些发现也成立，这两项都与程序记忆无关。当语法作为一个连续变量对所有孩子进行检查时，程序记忆和语法之间的关系是一样的，但词汇或更广泛的语言测量之间没有关系。总的来说，研究结果支持并进一步明确了PDH。他们认为，巩固和长期程序学习在特殊语言障碍中受到损害，但这些损害与该障碍中的语法缺陷特别相关。巩固和长期学习在这种障碍中存在问题的可能性提示了治疗方法的潜在研究场所。总之，本研究阐明了我们对SLI潜在缺陷的理解，并为进一步研究提供了途径。
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.
登录
查看更多内容
影响因子：
3.1
作者：
Adi-Japha, Esther;Strulovich-Schwartz, Orli;Julius, Mona
通讯作者：
Julius, Mona
影响因子：
2.1
作者：
BISHOP, DVM
通讯作者：
BISHOP, DVM
影响因子：
3.1
作者：
Adi-Japha, Esther;Fox, Orly;Karni, Avi
通讯作者：
Karni, Avi
影响因子：
25
作者：
Chun, MM;Phelps, EA
通讯作者：
Phelps, EA
DOI：
10.1037/a0013217
发表时间：
2008-11-01
影响因子：
2.6
作者：
Adi-Japha, Esther;Karni, Avi;Vakil, Eli
通讯作者：
Vakil, Eli