Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Bogaerts, Louisa; Szmalec, Arnaud; Hachmann, Wibke Maria; Page, Mike; Duyck, Wouter

doi:10.1016/j.ridd.2015.06.012

Cited by 48 publications

(86 citation statements)

References 83 publications

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“…Better recall of the repeated, compared to non-repeated, sequences provides evidence of implicit learning. Poor implicit learning on this task has been found in children with SLI (Hsu & Bishop, 2014) and in dyslexic adults (Bogaerts, Szmalec, Hachmann, Page, & Duyck, 2015;Szmalec, Loncke, Page, & Duyck, 2011). Szmalec et al (2011 also found dyslexic adults to be impaired on a non-verbal visuo-spatial Hebb task using sequences of dot locations, suggestive of a domain-general impairment.…”

Section: Introductionmentioning

confidence: 90%

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

West

Vadillo

Shanks

et al. 2017

Developmental Science

118

158

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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

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Section: Introductionmentioning

confidence: 90%

“…Better recall of the repeated, compared to non‐repeated, sequences provides evidence of implicit learning. Poor implicit learning on this task has been found in children with SLI (Hsu & Bishop, ) and in dyslexic adults (Bogaerts, Szmalec, Hachmann, Page, & Duyck, ; Szmalec, Loncke, Page, & Duyck, ). Szmalec et al.…”

Section: Introductionmentioning

confidence: 91%

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

West

Vadillo

Shanks

et al. 2017

Developmental Science

118

158

View full text Add to dashboard Cite

show abstract

“…A deficit in maintaining serial order in short-term memory across several modalities was confirmed in a sample of children with dyslexia with and without concomitant language impairment (Cowan et al, 2017). Several studies showed that serial-order learning, both in the verbal and nonverbal modality, was found to be deficient in adults with dyslexia as well (Bogaerts, Szmalec, Hachmann, Page, & Duyck, 2015; Hachmann et al, 2014; Szmalec, Loncke, Page, & Duyck, 2011). Similarly, in a study investigating how type of presentation (i.e., simultaneous versus serial) affected recall of visual symbols in a sequence, Romani, Tsouknida, and Olson (2015) reported that the adults with dyslexia did not differ from the typical controls in the simultaneous condition but performed significantly worse in the sequential condition.…”

Section: Known Sequential Processing Deficits In Dyslexiamentioning

confidence: 99%

Sequential processing deficit as a shared persisting biomarker in dyslexia and childhood apraxia of speech

Peter

Lancaster

Vose

et al. 2017

Clinical Linguistics & Phonetics

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The purpose of this study was to investigate the hypothesis that individuals with dyslexia and individuals with childhood apraxia of speech share an underlying persisting deficit in processing sequential information. Levels of impairment (sensory encoding, memory, retrieval, motor planning/programming) were also investigated. Participants were 22 adults with dyslexia, 10 adults with a probable history of childhood apraxia of speech (phCAS), and 22 typical controls. All participants completed nonword repetition, multisyllabic real word repetition, and nonword decoding tasks. Using phonological process analysis, errors were classified as sequence or substitution errors. Adults with dyslexia and adults with phCAS showed evidence of persisting nonword repetition deficits. In all three tasks, the adults in the two disorder groups produced more errors of both classes than the controls, but disproportionally more sequencing than substitution errors during the nonword repetition task. During the real word repetition task, the phCAS produced the most sequencing errors, whereas during the nonword decoding task, the dyslexia group produced the most sequencing errors. Performance during multisyllabic motor speech tasks, relative to monosyllabic conditions, was correlated with the sequencing error component during nonword repetition. Results provide evidence for a shared persisting sequential processing deficit in the dyslexia and phCAS groups during linguistic and motor speech tasks. Evidence for impairments in sensory encoding, short-term memory, and motor planning/programming was found in both disorder groups. Future studies should investigate clinical applications regarding preventative and targeted interventions towards crossmodal treatment effects.

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“…Experimental work has supported this idea by showing that sub‐sequences acquired through HRL are represented in the mental lexicon just like novel words, exhibiting competition effects with existing words (which is an important indication of lexicalization; see Leach & Samuel, ; Szmalec et al., ; Szmalec et al., ). HRL is also fast and long‐lasting (Page, Cumming, Norris, McNeil, & Hitch, ), and correlated with measures of word‐learning and vocabulary knowledge (Majerus & Boukebza, ; Majerus, Poncelet, Elsen, & Van der Linden, ); it is observed in children (Mosse & Jarrold, ; Smalle et al., ); and it has been shown to be impaired in people with certain language disorders (Archibald & Joanisse, ; Bogaerts, Szmalec, De Maeyer, Page, & Duyck, ; Bogaerts, Szmalec, Hachmann, Page, & Duyck, ; Hsu & Bishop, ; Szmalec, Loncke, Page, & Duyck, ).…”

Section: Introductionmentioning

confidence: 99%

Children retain implicitly learned phonological sequences better than adults: a longitudinal study

Smalle

Page

Duyck

et al. 2017

Developmental Science

Self Cite

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Whereas adults often rely on explicit memory, children appear to excel in implicit memory, which plays an important role in the acquisition of various cognitive skills, such as those involved in language. The current study aimed to test the assertion of an age-dependent shift in implicit versus explicit learning within a theoretical framework that explains the link between implicit sequence memory and word-form acquisition, using the Hebb repetition paradigm. We conducted a one-year, multiple-session longitudinal study in which we presented auditory sequences of syllables, co-presented with pictures of aliens, for immediate serial recall by a group of children (8-9 years) and by an adult group. The repetition of one Hebb sequence was explicitly announced, while the repetition of another Hebb sequence was unannounced and, therefore, implicit. Despite their overall inferior recall performance, the children showed better offline retention of the implicit Hebb sequence, compared with adults who showed a significant decrement across the delays. Adults had gained more explicit knowledge of the implicit sequence than children, but this could not explain the age-dependent decline in the delayed memory for it. There was no significant age-effect for delayed memory of the explicit Hebb sequence, with both age groups showing retention. Overall performance by adults was positively correlated with measures of post-learning awareness. Performance by children was positively correlated with vocabulary knowledge. We conclude that children outperform adults in the retention over time of implicitly learned phonological sequences that will gradually consolidate into novel word-forms. The findings are discussed in the light of maturational differences for implicit versus explicit memory systems that also play a role in language acquisition. A video abstract of this article can be viewed at: https://youtu.be/G5nOfJB72t4.

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Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Cited by 48 publications

References 83 publications

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

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

Sequential processing deficit as a shared persisting biomarker in dyslexia and childhood apraxia of speech

Children retain implicitly learned phonological sequences better than adults: a longitudinal study

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