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The procedural learning deficit hypothesis of language learning disorders: we see some problems
Author(s) -
West Gillian,
Vadillo Miguel A.,
Shanks David R.,
Hulme Charles
Publication year - 2018
Publication title -
developmental science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.801
H-Index - 127
eISSN - 1467-7687
pISSN - 1363-755X
DOI - 10.1111/desc.12552
Subject(s) - psychology , implicit learning , cognitive psychology , procedural memory , dyslexia , learning disability , literacy , specific language impairment , language acquisition , verbal learning , sequence learning , developmental psychology , cognition , linguistics , reading (process) , philosophy , pedagogy , mathematics education , neuroscience
Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non-verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8-year-old children. Measures of verbal explicit learning were correlated with measures of attainment. In contrast, no relationships between measures of implicit learning and attainment were found. Critically, the reliability of the implicit learning tasks was poor. Our results show that measures of procedural learning, as currently used, are typically unreliable and insensitive to individual differences. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=YnvV-BvNWSo.