Articlebronze2009

Procedural and declarative memory in children with and without specific language impairment

Jarrad A. G. Lum · Celin Gelgic · Gina Conti‐Ramsden

139 citations0/0 files storedInternational Journal of Language & Communication Disorders

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Language Development and Disorders Neurobiology of Language and Bilingualism Developmental and Educational Neuropsychology

Abstract

BACKGROUND: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population. AIMS: This study examined procedural and declarative memory in young children with and without specific language impairment. METHODS & PROCEDURES: A total of 15 children with specific language impairment and 15 non-impaired children of comparable age, gender and handedness were presented with measures of procedural and declarative memory. Procedural memory was assessed using a Serial Reaction Time (SRT) Task in which children implicitly learnt a ten-item sequence pattern. Declarative memory for verbal and visual information was assessed using paired associative learning tasks. OUTCOMES & RESULTS: The results from the SRT Task showed the children with specific language impairment did not learn the sequence at levels comparable with the non-impaired children. On the measures of declarative memory, differences between the groups were observed on the verbal but not the visual task. The differences on the verbal declarative memory task were found after statistically controlling for differences in vocabulary and phonological short-term memory. CONCLUSIONS & IMPLICATIONS: The results were interpreted to suggest an uneven profile of memory functioning in specific language impairment. On measures of declarative memory, specific language impairment appears to be associated with difficulties learning verbal information. At the same time, procedural memory is also appears to be impaired. Collectively, this study indicates multiple memory impairments in specific language impairment.

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References

1996Statistical Learning by 8-Month-Old Infants 2010Diagnostic and Statistical Manual of Mental Disorders ( DSM ‐ IV ‐ TR )2014Children with Specific Language Impairment 1997Children with Specific Language Impairment 1990Phonological memory deficits in language disordered children: Is there a causal connection?1994The children's test of nonword repetition: A test of phonological working memory 2005Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis 2006Short‐term and working memory in specific language impairment

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2017The procedural learning deficit hypothesis of language learning disorders: we see some problems 2015Executive Function in SLI: Recent Advances and Future Directions 2014Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment 2013Lexical learning and lexical processing in children with developmental language impairments 2010Grammatical Difficulties in Children with Specific Language Impairment: Is Learning Deficient?

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