An alternative to the procedural∼declarative memory account of developmental language disorder.
An alternative to the procedural∼declarative memory account of developmental language disorder.
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DOI：
10.1016/j.jcomdis.2019.105946
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发表时间：
2020-01
影响因子：
1.7
通讯作者：
Gerken L
中科院分区：
文献类型：
--
作者：
Goffman L;Gerken L
我们感谢Kamhi博士对程序性~陈述性（P~ D）二分法（本期）的评论，以及它如何适用于发育性语言障碍（DLD;也称为特定语言障碍）儿童的评估和干预。我们完全同意，将语言学习视为由不同的机制组成，应该深刻地影响评估和干预实践，尽管我们对这种影响的实质有不同的看法。在这个回答中，我们提出了两个考虑：一个是关于P~ D二分法的一些问题，因为它适用于人类婴儿和一些非人类的学习，另一个是关于DLD儿童中已确定的程序缺陷的特异性和内容。最后，我们提出了一个替代的P~ D二分法，我们一直在发展。这种替代方法依赖于发育研究结果，婴儿对可以用规则描述的序列表现出敏感性，但对那些本质上更具联想性的序列却不敏感。我们认为DLD儿童具有相对完整的联想组织词汇的建议与Ullman及其同事的建议一致（Ullman & Pierpont，2005; Ullman &普尔曼，2015; Ullman et al.，2019）和McGregor及其同事（2017），其中认为DLD儿童的单词学习和单词知识的许多方面都没有受到影响。在这种观点中，语言的特定领域，如声音和音节模式的编码，特别是涉及DLD。这种模式学习巩固了语音和语法的理解和产生，这是DLD儿童的两个关键缺陷领域。正如Kamhi的目标文章中所指出的，P~ D二分法是认知的几种双重过程理论之一（例如，Barbey & Sloman，2007; Dienes & Perner，1999; Evans & Stanovich，2013; Reber，1993）。P~ D二分法的重点是这样一个概念，
1 asWe appreciate Dr. Kamhi's review of the Procedural~ Declarative (P~ D) dichotomy (this issue) and how it might apply to assessment and intervention for children with developmental language disorders (DLD; also known as specific language impairment). We fully agree that viewing language learning as composed of distinct mechanisms should profoundly influence assessment and intervention practices, though we differ in what we view as the substance of this influence. In this reply, we raise two considerations: one concerning some problems with the P~ D dichotomy as it applies to learning in human infants and some non-humans, and the other concerning the specificity and content of the procedural deficit that has been identified in children with DLD. We end by suggesting an alternative to the P~ D dichotomy that we have been developing. This alternative relies on developmental findings in which infants show sensitivity to sequences that can be described by a rule but not to those that are more associative in nature. Our proposal that children with DLD have a relatively intact associatively organized lexicon is compatible with those of Ullman and colleagues (Ullman & Pierpont, 2005; Ullman & Pullman, 2015; Ullman et al., 2019) and McGregor and colleagues (2017), in which it is argued that many aspects of word learning and word knowledge are not affected in children with DLD. In this view, specific domains of language—such as encoding of sound and syllable patterns—are especially implicated in DLD. Such pattern learning undergirds the comprehension and production of phonology and grammar—two key areas of deficit in children with DLD. As noted in Kamhi’s target article, the P~ D dichotomy is one of several dual process theories of cognition (eg, Barbey & Sloman, 2007; Dienes & Perner, 1999; Evans & Stanovich, 2013; Reber, 1993). The P~ D dichotomy focuses on the notion that
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影响因子：
12.6
作者：
Evans, Jonathan St B. T.;Stanovich, Keith E.
通讯作者：
Stanovich, Keith E.
影响因子：
1.4
作者：
Smith, J. David;Crossley, Matthew J.;Ashby, F. Gregory
通讯作者：
Ashby, F. Gregory
影响因子：
29.3
作者：
Barbey, Aron K.;Sloman, Steven A.
通讯作者：
Sloman, Steven A.
DOI：
10.1044/1092-4388(2004/081
发表时间：
2004-10-01
影响因子：
2.6
作者：
Goffman, L
通讯作者：
Goffman, L
影响因子：
3.7
作者：
Hsu, Hsinjen Julie;Bishop, Dorothy V. M.
通讯作者：
Bishop, Dorothy V. M.