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

Gillian West,David R Shanks,Charles Hulme,Miguel A Vadillo

doi:10.1111/desc.12552

Gillian West, David R Shanks + Show 2 more

Open Access

https://doi.org/10.1111/desc.12552

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Abstract

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

Highlights

According to the procedural deficit hypothesis (Nicolson & Fawcett, 2007, 2011; Ullman, 2004; Ullman & Pierpont, 2005), a key risk factor for language learning disorders such as developmental dyslexia (DD) and specific language impairment (SLI) is impaired procedural learning
Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI)
Fifty-two of the participating children used English as an additional language but were judged by their class teachers to be fluent in English

Summary

| INTRODUCTION

According to the procedural deficit hypothesis (Nicolson & Fawcett, 2007, 2011; Ullman, 2004; Ullman & Pierpont, 2005), a key risk factor for language learning disorders such as developmental dyslexia (DD) and specific language impairment (SLI) is impaired procedural learning. Any association between measures of attainment and memory performance, as an extreme groups design might It uses multiple measures of implicit memory (the serial reaction time, Hebb serial learning and contextual cueing tasks) and explicit memory (immediate serial recall and free recall tasks), using both verbal and non-verbal stimuli. Using this wide range of tasks in a concurrent correlational design will allow us to assess the factor structure of the tasks and explore whether there are separable implicit and explicit memory systems. We will determine the reliability of the different measures which is imperative when investigating individual differences

| Participants

Findings

| DISCUSSION