Procedural Learning in Specific Language Impairment: Effects of Sequence Complexity

Gabriel, Audrey; Maillart, Christelle; Stefaniak, Nicolas; Lejeune, Caroline; Desmottes, Lise; Meulemans, Thierry

doi:10.1017/s1355617712001270

Cited by 58 publications

(55 citation statements)

References 32 publications

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“…A better performance by children in a non-linguistic task compared to a linguistic task has already been reported in a study by Gabriel et al (2013). By studying procedural learning across visual and verbal modalities, the authors showed that all the children (with and without SLI) in the study processed visual stimuli more quickly than auditory stimuli.…”

Section: Impact Of Auditory Processingsupporting

confidence: 61%

Analogical mapping across modalities in children with specific language impairment (SLI)

Leroy

Maillart

Parisse

2014

Research in Developmental Disabilities

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International audienceAnalogical mapping is a domain-general cognitive process found in language development, and more particularly in the abstraction of construction schemas. Analogical mapping is considered as the general cognitive process which consists in the alignment of two or several sequences in order to detect their common relational structure and generalize it to new items. The current study investigated analogical mapping across modalities in children with specific language impairment (SLI). Nineteen children with SLI and their age-matched peers were administered two tasks: a linguistic analogical reasoning task (composed of syllables) and a similar non-linguistic analogical reasoning task (composed of pictures). In the two tasks, the items presented were divided into two groups: items with perceptual cues and items without perceptual cues. Children had to complete a sequence sharing the same relational structure as previously presented sequences. Results showed an expected group effect with poorer performance for children with SLI compared to children with typical language development (TLD). Results corroborate hypotheses suggesting that children with SLI have difficulties with analogical mapping, which may hinder the abstraction of construction schemas. Interestingly, whereas no interaction effect between group and modality (linguistic vs. non-linguistic) was revealed, a triple interaction Group*Modality*Perceptual support was observed. In the non-linguistic task, the performance of children with SLI was the same for items with and without perceptual clues, but in the linguistic task they performed more poorly for items without perceptual cues compared to items with perceptual cues. The results and limits of the study are discussed

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Section: Impact Of Auditory Processingsupporting

confidence: 61%

Analogical mapping across modalities in children with specific language impairment (SLI)

Leroy

Maillart

Parisse

2014

Research in Developmental Disabilities

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“…However, the same results regarding poor procedural learning in SLI have not been found in other studies (Gabriel et al, 2011, 2012; Lum & Bleses, 2012; Mayor-Dubois et al, 2012). Gabriel and her colleagues (2013) recently showed that their initial negative findings could have been due to the level of complexity of the sequences used in the studies. When more complex sequences were used in the SRT task, group effects did emerge (Gabriel et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Procedural Learning and Individual Differences in Language

Lee

Tomblin

2014

Language Learning and Development

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The aim of the current study was to examine different aspects of procedural memory in young adults who varied with regard to their language abilities. We selected a sample of procedural memory tasks, each of which represented a unique type of procedural learning, and has been linked, at least partially, to the functionality of the corticostriatal system. The findings showed that variance in language abilities is associated with performance on different domains of procedural memory, including the motor domain (as shown in the pursuit rotor task), the cognitive domain (as shown in the weather prediction task), and the linguistic domain (as shown in the nonword repetition priming task). These results implicate the corticostriatal system in individual differences in language.

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“…Procedural learning plays an important role in the child's early acquisitions, and deficits in this domain are thought to be at the origin of neurodevelopmental disorders such as specific language impairment (SLI) and developmental coordination disorder (DCD). Whereas many studies now explore the hypothesis of a link between impaired language or motor development and procedural learning deficits by studying clinical populations (Gabriel et al, 2013;Gabriel, Maillart, Guillaume, Stefaniak, & Meulemans, 2011;Gabriel, Stefaniak, Maillart, Schmitz, & Meulemans, 2012;Gheysen, Van Waelvelde, & Fias, 2011;Hedenius et al, 2011;Kémeny & Lukács, 2010;Lejeune, Catale, Willems, & Meulemans, 2013;Lum & Blese, 2012;Lum, Conti-Ramsden, Morgan, & Ullman, 2014;Lum, Conti-Ramsden, Page, & Ullman, 2011;Lum, Gelgic, & Conti-Ramsden, 2010; Mayor-Dubois, Van der Linden, Zesiger, & Roulet-Perez, 2012;Tomblin, Mainela-Arnold, & Zhang, 2007), it appears necessary to better define procedural learning abilities in typically developing children.…”

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confidence: 99%

Procedural learning: A developmental study of motor sequence learning and probabilistic classification learning in school-aged children

Mayor-Dubois

Zesiger

Linden

et al. 2015

Child Neuropsychology

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In this study, we investigated motor and cognitive procedural learning in typically developing children aged 8-12 years with a serial reaction time (SRT) task and a probabilistic classification learning (PCL) task. The aims were to replicate and extend the results of previous SRT studies, to investigate PCL in school-aged children, to explore the contribution of declarative knowledge to SRT and PCL performance, to explore the strategies used by children in the PCL task via a mathematical model, and to see whether performances obtained in motor and cognitive tasks correlated. The results showed similar learning effects in the three age groups in the SRT and in the first half of the PCL tasks. Participants did not develop explicit knowledge in the SRT task whereas declarative knowledge of the cue-outcome associations correlated with the performances in the second half of the PCL task, suggesting a participation of explicit knowledge after some time of exposure in PCL. An increasing proportion of the optimal strategy use with increasing age was observed in the PCL task. Finally, no correlation appeared between cognitive and motor performance. In conclusion, we extended the hypothesis of age invariance from motor to cognitive procedural learning, which had not been done previously. The ability to adopt more efficient learning strategies with age may rely on the maturation of the fronto-striatal loops. The lack of correlation between performance in the SRT task and the first part of the PCL task suggests dissociable developmental trajectories within the procedural memory system. Procedural learning belongs to the non-declarative or implicit learning system and refers to the ability to learn complex information without awareness. It consists in a progressive improvement of skills, without explicit knowledge or voluntary recall. Unlike declarativeWe are grateful to J. Mayor, M. Dubois and A. Posada for their help in the adaptation of the paradigms. We also thank F. Ludwig, Head of the School of St-Prex, and all the children and their parents who agreed to participate to these experiments.

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Procedural Learning in Specific Language Impairment: Effects of Sequence Complexity

Cited by 58 publications

References 32 publications

Analogical mapping across modalities in children with specific language impairment (SLI)

Analogical mapping across modalities in children with specific language impairment (SLI)

Procedural Learning and Individual Differences in Language

Procedural learning: A developmental study of motor sequence learning and probabilistic classification learning in school-aged children

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