Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder.
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 a...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 64; no. 2; pp. 531 - 542 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Feb2021
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149099149&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149099149 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Feb2021 vid: 64 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 149099149 10.1044/2020_JSLHR-20-00292 ppf: 531 ppct: 11 formats: fmt: @attributes: type: P size: 743KB tig: atl: Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder. aug: au: Earle, F. Sayako Ullman, Michael T. affil: Department of Communication Sciences and Disorders, University of Delaware, Newark Department of Neuroscience, Georgetown University, Washington, DC su: Language disorders Developmental disabilities Recognition (Psychology) Task performance Adults Explicit memory Learning assessment sug: subj: Language disorders Developmental disabilities Recognition (Psychology) Task performance Adults Explicit memory Learning assessment ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|