特定语言障碍儿童的内隐口语单词和运动序列学习受损。
Implicit Spoken Words and Motor Sequences Learning Are Impaired in Children with Specific Language Impairment.
作者信息
Desmottes Lise, Meulemans Thierry, Maillart Christelle
机构信息
1Department of Speech and Language Therapy,University of Liege,B38,Liège,Belgium.
2Department of Psychology,University of Liege,B33,Liège,Belgium.
出版信息
J Int Neuropsychol Soc. 2016 May;22(5):520-9. doi: 10.1017/S135561771600028X. Epub 2016 Apr 11.
OBJECTIVES
This study aims to compare verbal and motor implicit sequence learning abilities in children with and without specific language impairment (SLI).
METHODS
Forty-eight children (24 control and 24 SLI) were administered the Serial Search Task (SST), which enables the simultaneous assessment of implicit spoken words and visuomotor sequences learning.
RESULTS
Results showed that control children implicitly learned both the spoken words as well as the motor sequences. In contrast, children with SLI showed deficits in both types of learning. Moreover, correlational analyses revealed that SST performance was linked with grammatical abilities in control children but with lexical abilities in children with SLI.
CONCLUSIONS
Overall, this pattern of results supports the procedural deficit hypothesis and suggests that domain general implicit sequence learning is impaired in SLI.
目的
本研究旨在比较有特定语言障碍（SLI）和无特定语言障碍儿童的言语和运动内隐序列学习能力。
方法
对48名儿童（24名对照组和24名SLI组）进行了序列搜索任务（SST），该任务能够同时评估内隐口语和视觉运动序列学习。
结果
结果显示，对照组儿童在内隐学习口语单词和运动序列方面均表现良好。相比之下，SLI组儿童在这两种学习类型上均表现出缺陷。此外，相关分析表明，SST表现与对照组儿童的语法能力相关，但与SLI组儿童的词汇能力相关。
结论
总体而言，这种结果模式支持程序缺陷假说，并表明SLI中领域通用的内隐序列学习受损。
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