Sequence- specific procedural learning deficits in children with specific language impairment
Sequence- specific procedural learning deficits in children with specific language impairment
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DOI：
10.1111/desc.12125
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发表时间：
2014-05-01
影响因子：
3.7
通讯作者：
Bishop, Dorothy V. M.
中科院分区：
文献类型：
--
作者：
Hsu, Hsinjen Julie;Bishop, Dorothy V. M.
本研究通过比较儿童在两个动作程序性学习任务和一个内隐言语序列学习任务中的表现，检验了特定语言障碍的程序性缺陷假说。参与者为7- 11岁的SLI儿童（n=48），通常发育年龄匹配的儿童（n=20）和年龄较小的通常发育接受语法匹配的儿童（n=28）。在序列反应时任务中，SLI儿童的动作序列学习成绩与语法匹配儿童相当，但低于年龄匹配的对照组。当测试与电机程序学习任务，不涉及学习离散元素（即追求转子）之间的顺序关系，与SLI的儿童进行了与年龄匹配的儿童和更好地比年轻的语法匹配的控制。此外，言语记忆任务中的词序列的内隐学习（Hebb效应）在SLI儿童中被发现。总而言之，这些发现表明SLI的特征可能是学习序列特定信息的缺陷，而不是通常较弱的程序性学习。
This study tested the procedural deficit hypothesis of specific language impairment (SLI) by comparing children's performance in two motor procedural learning tasks and an implicit verbal sequence learning task. Participants were 7- to 11-year-old children with SLI (n=48), typically developing age-matched children (n=20) and younger typically developing children matched for receptive grammar (n=28). In a serial reaction time task, the children with SLI performed at the same level as the grammar-matched children, but poorer than age-matched controls in learning motor sequences. When tested with a motor procedural learning task that did not involve learning sequential relationships between discrete elements (i.e. pursuit rotor), the children with SLI performed comparably with age-matched children and better than younger grammar-matched controls. In addition, poor implicit learning of word sequences in a verbal memory task (the Hebb effect) was found in the children with SLI. Together, these findings suggest that SLI might be characterized by deficits in learning sequence-specific information, rather than generally weak procedural learning.