Procedural Learning in Adolescents With and Without Specific Language Impairment

Abstract

Deficits in procedural learning have been hypothesized to contribute to the language and in particular grammatical difficulties of individuals with specific language impairment (SLI). This study tested this hypothesis by examining serial reaction time (SRT) learning in adolescents with and without SLI. The SRT task involved blocks of random sequences and pattern sequences. Response times for correct trials showed that responses for both groups improved in the trial blocks containing the pattern sequence. Adolescents with SLI showed slower learning rates during the pattern learning in comparison to the controls. When the language impairment was defined in terms of grammar impairments similar slower learning rates were found, but when language impairment was based on vocabulary group differences were not found. The results suggest that deficits in procedural learning system may account for some of the individual differences in language and grammar learning as well as problems of individuals with SLI.