Department of Cognitive Science, University of Liège, Liège, Belgium.
J Int Neuropsychol Soc. 2011 Mar;17(2):336-43. doi: 10.1017/S1355617710001724. Epub 2011 Jan 27.
Recent studies on specific language impairment (SLI) have suggested that language deficits are directly associated with poor procedural learning abilities. Findings from our previous work are contrary to this hypothesis; we found that children with SLI were able to learn eight-element-long sequences as fast and as accurately as children with normal language (NL) on a serial reaction time (SRT) task. A probabilistic rather than a deterministic SRT paradigm was used in the current study to explore procedural learning in children with SLI to mimic real conditions of language learning. Fifteen children with or without SLI were compared on an SRT task including a probabilistic eight-element-long sequence. Results show that children with SLI were able to learn this sequence as fast and as accurately as children with NL, and that similar sequence-specific learning was observed in both groups. These results are novel and suggest that children with SLI do not display global procedural system deficits.
最近对特定语言损伤（SLI）的研究表明，语言缺陷与程序性学习能力差直接相关。我们之前的研究结果与这一假设相悖；我们发现，在序列反应时间（SRT）任务中，SLI 儿童能够像正常语言（NL）儿童一样快速、准确地学习 8 个元素长的序列。当前研究中使用概率而不是确定性 SRT 范式来探索 SLI 儿童的程序性学习，以模拟语言学习的真实条件。在包括概率 8 个元素长的序列的 SRT 任务中，比较了 15 名有或没有 SLI 的儿童。结果表明，SLI 儿童能够像 NL 儿童一样快速、准确地学习这个序列，并且在两组中都观察到了类似的序列特异性学习。这些结果是新颖的，表明 SLI 儿童没有表现出全局程序性系统缺陷。
