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The procedural learning deficit hypothesis of language learning disorders: we see some problems
West, Gillian Vadillo, Miguel A. Shanks, David R. Hulme, Charles
West, Gillian
Vadillo, Miguel A.
Shanks, David R.
Hulme, Charles
Abstract
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 learningtasks 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.
Keywords
mathematics, memory, short-term, mathematical learning
Date
2018
Type
Journal article
Journal
Developmental Science
Book
Volume
21
Issue
2
Page Range
1-13
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Open access
License
CC BY 4.0
File Access
Open