Procedural Learning in Adolescents With and Without Specific Language Impairment.
Deficits in procedural learning have been hypothesized to contribute to the language and in particular grammatical difficulties of individuals with specific language impairment (SLI). This study tested this hypothesis by examining serial reaction time (SRT) learning in adolescents with and without S...
| Publicado en: | Language Learning & Development Vol. 3; no. 4; pp. 269 - 295 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
2007
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| 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=27741204&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 27741204 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 15475441 W44 jtl: Language Learning & Development issn: 15475441 maglogo: Y pubinfo: dt: 2007 vid: 3 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 27741204 10.1080/15475440701377477 ppf: 269 ppct: 26 formats: tig: atl: Procedural Learning in Adolescents With and Without Specific Language Impairment. aug: au: Tomblin, J. Bruce Mainela-Arnold, Elina Xuyang Zhang affil: Department of Speech Pathology and Audiology University of Iowa su: Comparative grammar Language disorders Learning Grammar Specific language impairment in children sug: subj: Comparative grammar Language disorders Learning Grammar Specific language impairment in children ab: Deficits in procedural learning have been hypothesized to contribute to the language and in particular grammatical difficulties of individuals with specific language impairment (SLI). This study tested this hypothesis by examining serial reaction time (SRT) learning in adolescents with and without SLI. The SRT task involved blocks of random sequences and pattern sequences. Response times for correct trials showed that responses for both groups improved in the trial blocks containing the pattern sequence. Adolescents with SLI showed slower learning rates during the pattern learning in comparison to the controls. When the language impairment was defined in terms of grammar impairments similar slower learning rates were found, but when language impairment was based on vocabulary group differences were not found. The results suggest that deficits in procedural learning system may account for some of the individual differences in language and grammar learning as well as problems of individuals with SLI. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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