Procedural learning across modalities in French speaking children with specific language impairment

Audrey Gabriel (1) , Thierry Meulemans (1) , Christophe Parisse (2) , Christelle Maillart (1)

1 Université de Liège
2 MoDyCo - Modèles, Dynamiques, Corpus

It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial reaction time (SRT) studies did not reveal any differences between the SLI and typically developing (TD) groups on the measures of procedural memory, linked to visual sequence learning. In this paper, sixteen children with and without SLI were compared on two versions of SRT tasks: a visual task and an auditory one. Results showed that children with SLI were as fast as their TD peers in both modalities. All the children obtained similar specific sequence learning indices, indicating that they were able to detect regularities in both modalities. While children with SLI were as accurate as their TD peers for the visual SRT task, they made more errors than their TD peers in auditory SRT conditions. The results indicate that, in relation to procedural memory, the core of the impairment in SLI is not linked to difficulties in the detection of regularities. We argue that when children with SLI present some difficulties, the children's weaknesses might depend on the type of processing involved (e.g. tasks involving auditory sequences). language impairment, serial reaction time task, child language disorders, procedural learning, statistical learning

Mots clés: language impairment; serial reaction time task; child language disorders; procedural learning; statistical learning

Domaines: Linguistique

Audrey Gabriel, Thierry Meulemans, Christophe Parisse, Christelle Maillart. Procedural learning across modalities in French speaking children with specific language impairment. Applied Psycholinguistics, 2015, 36 (3), pp.747-769. ⟨halshs-00913049⟩