Sanhueza Soraya, Urrutia Mabel, Marrero Hipólito
Facultad de Humanidades y Arte, Universidad de Concepción, Concepción 4070386, Chile.
Facultad de Educación, Universidad de Concepción, Concepción 4070386, Chile.
Brain Sci. 2024 Feb 22;14(3):198. doi: 10.3390/brainsci14030198.
This study aimed to compare procedural learning skills between Spanish-speaking preschool children (ages 4 years to 4 years, 11 months) with developmental language disorder (DLD) and their chronologically matched typically developing (TD) peers. Using the serial reaction time (SRT) task, participants (30 children with DLD and 30 TD children) responded to visual stimuli in a sequenced manner over four blocks, followed by a random order block. The task assessed reaction time (RT) and accuracy. The results showed a significant interaction between group and block for RT and accuracy, with children with DLD exhibiting longer RTs and accuracy deficits across blocks. In contrast, the TD group showed higher RT efficiency and accuracy in the sequential blocks and, as expected, decreased performance in the random block according to the experimental manipulation. Overall, the results of this investigation suggest that there was no implicit learning in the DLD group, as indicated by the SRT task paradigms of procedural memory. These findings align with some aspects of the procedural deficit hypothesis (PDH), which suggests that linguistic deficits in the DLD population may derive from a deficit in sequential learning from the procedural memory system domain in the Spanish context.
本研究旨在比较患有发育性语言障碍（DLD）的讲西班牙语的学龄前儿童（4岁至4岁11个月）与其年龄匹配的发育正常（TD）同龄人之间的程序性学习技能。使用序列反应时（SRT）任务，参与者（30名患有DLD的儿童和30名TD儿童）在四个组块中按顺序对视觉刺激做出反应，随后是一个随机顺序组块。该任务评估反应时（RT）和准确性。结果显示，在RT和准确性方面，组块与组别之间存在显著交互作用，患有DLD的儿童在各个组块中表现出更长的RT和准确性缺陷。相比之下，TD组在顺序组块中表现出更高的RT效率和准确性，并且正如预期的那样，根据实验操作，在随机组块中的表现有所下降。总体而言，这项调查结果表明，根据程序性记忆的SRT任务范式，DLD组中不存在内隐学习。这些发现与程序性缺陷假说（PDH）的某些方面一致，该假说认为，在西班牙语环境中，DLD人群的语言缺陷可能源于程序性记忆系统领域的序列学习缺陷。
