Reference : Procedural learning across modalities in French-speaking children with specific langu...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Social & behavioral sciences, psychology : Neurosciences & behavior
http://hdl.handle.net/2268/147801
Procedural learning across modalities in French-speaking children with specific language impairment
English
Gabriel, Audrey mailto [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Logopédie clinique >]
Meulemans, Thierry mailto [Université de Liège - ULg > > Doyen de la Faculté de Psychologie et des sc. de l'éducation >]
Parisse, Christophe [> >]
Maillart, Christelle mailto [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Logopédie clinique >]
2014
Applied Psycholinguistics
Cambridge University Press
Yes (verified by ORBi)
International
0142-7164
[en] SLI ; procedural memory
[en] It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial reaction time (SRT) studies did not reveal any differences between the SLI and typically developing (TD) groups on the measures of procedural memory linked to visual sequence learning. In this paper, 16 children with and without SLI were compared on two versions of SRT tasks: a visual task and an auditory one. The results showed that children with SLI were as fast as their TD peers in both modalities. All of the children obtained similar specific sequence learning indices, indicating that they were able to detect regularities in both modalities. Although children with SLI were as accurate as their TD peers for the visual SRT task, they made more errors than their TD peers in auditory SRT conditions. The results indicate that, in relation to procedural memory, the core of the impairment in SLI is not linked to difficulties in the detection of regularities. We argue that when children with SLI present some difficulties, the children’s weaknesses might depend on the type of processing involved (e.g., tasks involving auditory sequences).
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/147801
also: http://hdl.handle.net/2268/162410
10.1017/s0142716413000490

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