The procedural learning deficit hypothesis of language learning disorders: we see some problems

Citations Over TimeTop 1% of 2017 papers

Abstract

Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non-verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8-year-old children. Measures of verbal explicit learning were correlated with measures of attainment. In contrast, no relationships between measures of implicit learning and attainment were found. Critically, the reliability of the implicit learning tasks was poor. Our results show that measures of procedural learning, as currently used, are typically unreliable and insensitive to individual differences. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=YnvV-BvNWSo.

Related Papers

• → Sequence‐specific procedural learning deficits in children with specific language impairment(2014)187 cited
• → Impaired implicit sequence learning in children with developmental dyslexia(2013)69 cited
• → Implicit perceptual-motor skill learning in mild cognitive impairment and Parkinson’s disease.(2013)55 cited
• → Evidence for parallel explicit and implicit sequence learning systems in older adults(2008)36 cited
• → Later learning stages in procedural memory are impaired in children with Specific Language Impairment(2015)34 cited