Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment

Martina Hedenius; Jonas Persson; Antoine Tremblay; Esther Adi-Japha; João Veríssimo; Cristina D Dye; Per Alm; Margareta Jennische; J Bruce Tomblin; Michael T Ullman

doi:10.1016/j.ridd.2011.07.026

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Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment

Journal article

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Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment

Martina Hedenius, Jonas Persson, Antoine Tremblay, Esther Adi-Japha, João Veríssimo, Cristina D Dye, Per Alm, Margareta Jennische, J Bruce Tomblin and Michael T Ullman

Research in developmental disabilities, Vol.32(6), pp.2362-2375

2011

DOI: 10.1016/j.ridd.2011.07.026

PMCID: PMC3191257

PMID: 21840165

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https://www.ncbi.nlm.nih.gov/pmc/articles/3191257View

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Abstract

► Children with Specific Language Impairment (SLI) show procedural memory impairments, as examined with a probabilistic procedural sequence learning task. ► The results suggest that consolidation and longer-term procedural learning are impaired in SLI. ► These impairments are specifically tied to grammatical deficits, and not to vocabulary or broader language problems. ► The results support and further specify the Procedural Deficit Hypothesis (PDH) of SLI.\nThe Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that these impairments are specifically tied to the grammatical deficits in the disorder. The possibility that consolidation and longer-term learning are problematic in the disorder suggests a locus of potential study for therapeutic approaches. In sum, this study clarifies our understanding of the underlying deficits in SLI, and suggests avenues for further research.

The Procedural Deficit Hypothesis (PDH)

Consolidation

Grammar

Specific Language Impairment

Procedural memory

Details

Title: Subtitle: Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment
Creators: Martina Hedenius - Unit for Speech and Language Pathology, Department of Neuroscience, University of Uppsala, P.O. Box 256, SE-751 05 Uppsala, Sweden
Jonas Persson - Department of Psychology, Stockholm University, SE-106 91 Stockholm, Sweden
Antoine Tremblay - Brain and Language Lab, Department of Neuroscience, Georgetown University, 37th and O Streets, N.W. Washington, DC 20057, USA
Esther Adi-Japha - School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel
João Veríssimo - Brain and Language Lab, Department of Neuroscience, Georgetown University, 37th and O Streets, N.W. Washington, DC 20057, USA
Cristina D Dye - Brain and Language Lab, Department of Neuroscience, Georgetown University, 37th and O Streets, N.W. Washington, DC 20057, USA
Per Alm - Unit for Speech and Language Pathology, Department of Neuroscience, University of Uppsala, P.O. Box 256, SE-751 05 Uppsala, Sweden
Margareta Jennische - Unit for Speech and Language Pathology, Department of Neuroscience, University of Uppsala, P.O. Box 256, SE-751 05 Uppsala, Sweden
J Bruce Tomblin - Child Language Research Center, Room 3, Wendell Johnson Speech and Hearing Center, Department of Speech Pathology and Audiology, The University of Iowa, 250 Hawkins Drive, Iowa City, IA 52242, USA
Michael T Ullman - Brain and Language Lab, Department of Neuroscience, Georgetown University, 37th and O Streets, N.W. Washington, DC 20057, USA
Resource Type: Journal article
Publication Details: Research in developmental disabilities, Vol.32(6), pp.2362-2375
DOI: 10.1016/j.ridd.2011.07.026
PMID: 21840165
PMCID: PMC3191257
NLM abbreviation: Res Dev Disabil
ISSN: 0891-4222
eISSN: 1873-3379
Publisher: Elsevier Ltd
Language: English
Date published: 2011
Academic Unit: Communication Sciences and Disorders; Iowa Neuroscience Institute
Record Identifier: 9984070140002771

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