Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder
Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder
复制标题
DOI：
10.1044/2020_jslhr-20-00292
复制
发表时间：
2021-02-01
影响因子：
2.6
通讯作者：
Ullman, Michael T.
中科院分区：
文献类型：
--
作者：
Earle, F. Sayako;Ullman, Michael T.
目的：本研究探讨了程序和陈述性学习和巩固能力的成年人与发展性语言障碍（DLD）相对于他们的典型语言（TD）peer.Method：共100名年轻人（年龄18-24岁）（n = 21）和（n = 79）DLD参加了两个网站。再认记忆任务和连续反应时任务的性能指标分别用于评估陈述性和程序性记忆。学习后不久（上午8点）测量了表现。并在12小时后再次延迟过夜（上午8点）。结果：线性混合效应模型被用来检查时间和组成员对任务绩效的影响。在系列反应时任务中，组效应（TD > DLD）和时间效应（Day 1 > Day 2）均显著，但组效应和时间效应之间无交互作用。对于识别记忆任务，有一个显着的组和时间之间的相互作用，驱动的TD组的隔夜收益，加上稳定的性能在几天内与DLD.Conclusions：在程序性记忆中，成年人DLD表现出学习缺陷相对于成年人没有DLD，但似乎有相当的保留学到的信息。在陈述性记忆中，尽管在编码后不久进行测试时表现出典型的学习，但患有DLD的成年人在一夜之间增强记忆提取方面表现出缺陷。
Purpose: This study examined procedural and declarative learning and consolidation abilities in adults with developmental language disorder (DLD) relative to their typical language (TD) peers.Method: A total of 100 young adults (age 18-24 years) with (n = 21) and without (n = 79) DLD participated across two sites. Performance measures on a recognition memory task and a serial reaction time task were used to assess declarative and procedural memory, respectively. Performance was measured shortly after learning (8 a.m.) and again after a 12-hr, overnight delay (8 a.m.).Results: Linear mixed-effects modeling was used to examine the effects of time and group membership on task performance. For the serial reaction time task, there were significant effects of group (TD > DLD) and time (Day 1 > Day 2), but no interaction between them. For the recognition memory task, there was a significant interaction between group and time, driven by overnight gains in the TD group, combined with stable performance across days by those with DLD.Conclusions: In procedural memory, adults with DLD demonstrate a learning deficit relative to adults without DLD, but appear to have comparable retention of learned information. In declarative memory, adults with DLD demonstrate a deficit in the overnight enhancement of memory retrieval, despite typical-like learning exhibited when tested shortly after encoding.