Adi-Japha Esther, Abu-Asba Haia
Am J Speech Lang Pathol. 2014 Nov;23(4):696-707. doi: 10.1044/2014_AJSLP-13-0031.
The current study tested whether the difficulties of children with specific language impairment (SLI) in skill acquisition are related to learning processes that occur while practicing a new skill or to the passage of time between practice and later performance.
The acquisition and retention of a new complex grapho-motor symbol were studied in 5-year-old children with SLI and peers matched for age and nonverbal IQ. The children practiced the production of the symbol for 4 consecutive days. Retention testing took place 10 days later.
Children with SLI began each practice day slower than their peers but attained similar levels of performance by its end. Although they increased their performance speed within sessions more than their peers, they did not retain their learning as well between sessions. The loss in speed was largest in the 10-day retention interval. They were also less accurate, but accuracy differences decreased over time. Between-session group differences in speed could not fully be accounted for based on fine motor skills.
In spite of effective within-session learning, children with SLI did not retain the new skill well. The deficit may be attributed to task forgetting in the presence of delayed consolidation processes.
本研究旨在检验特定语言障碍（SLI）儿童在技能习得方面的困难是与练习新技能时发生的学习过程有关，还是与练习和后期表现之间的时间间隔有关。
对患有SLI的5岁儿童以及年龄和非语言智商相匹配的同龄人进行了一种新的复杂书写运动符号的习得和保留情况研究。这些儿童连续4天练习该符号的书写。10天后进行保留测试。
患有SLI的儿童在每个练习日开始时比同龄人慢，但在当天结束时达到了相似的表现水平。虽然他们在各次练习中提高表现速度的幅度比同龄人更大，但他们在各次练习之间的学习保留情况不如同龄人。在10天的保留间隔中，速度损失最大。他们的准确性也较低，但准确性差异随着时间的推移而减小。基于精细运动技能，无法完全解释各次练习之间的组间速度差异。
尽管在各次练习中学习有效，但患有SLI的儿童不能很好地保留新技能。这种缺陷可能归因于在巩固过程延迟的情况下任务遗忘。
