Implicit and Explicit Sequence Learning in Adults With Developmental Language Disorder.
Purpose: Developmental language disorder (DLD) is a neurodevelopmental disorder that impacts approximately 7% of the population and is characterized by unexplained deficits in expressive and/or receptive components of language. A common procedural learning task, serial reaction time (SRT), has been...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 67; no. 8; pp. 2638 - 2653 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Aug2024
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| 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=178847311&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 178847311 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: Aug2024 vid: 67 iid: 8 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 178847311 10.1044/2024_JSLHR-23-00551 ppf: 2638 ppct: 15 formats: fmt: @attributes: type: P size: 1MB tig: atl: Implicit and Explicit Sequence Learning in Adults With Developmental Language Disorder. aug: au: Cler, Gabriel J. Bartolo, Samantha Jiwon Kim Nolan, Anna Banel, Sophia affil: Department of Speech & Hearing Sciences, University of Washington, Seattle su: Motor ability Task performance Learning Developmental disabilities Language disorders Memory Medical protocols Experimental design Reaction time Data analysis software sug: subj: Motor ability Task performance Learning Developmental disabilities Language disorders Memory Medical protocols Experimental design Reaction time Data analysis software ab: Purpose: Developmental language disorder (DLD) is a neurodevelopmental disorder that impacts approximately 7% of the population and is characterized by unexplained deficits in expressive and/or receptive components of language. A common procedural learning task, serial reaction time (SRT), has been used to develop models of the basis of DLD. However, paradigms involve differing levels of implicit and explicit learning during this task, muddying interpretations of the data. Here, we tested adults with DLD on implicit and explicit SRT tasks to better understand implicit and explicit procedural learning in this population. We hypothesized that adults with DLD would demonstrate reduced learning on only the implicit SRT task, as alternate explicit neural mechanisms could lead to equivalent performance on the explicit task. Method: Fifty participants (25 with DLD and 25 with typical language) completed implicit and explicit SRT tasks, measuring their ability to learn visually presented 10-element sequences. Group differences were evaluated on sequence learning, error rates, and explicit recall of the sequence after learning. Results: Sequence learning was the same between the groups on both tasks. However, individuals with DLD showed increased errors and significantly worse recall of the explicitly learned sequence. Conclusions: Results suggest that sequence learning may be intact in this population, while aspects of explicit learning and motoric responses are impaired. Results are interpreted in light of a neurobiological model of DLD. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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