Bilingualism and Procedural Learning in Typically Developing Children and Children with Language Impairment

Autor/inn/en	Park, Jisook; Miller, Carol A.; Rosenbaum, David A.; Sanjeevan, Teenu; van Hell, Janet G.; Weiss, Daniel J.; Mainela-Arnold, Elina
Titel	Bilingualism and Procedural Learning in Typically Developing Children and Children with Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 3, S.634-644 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2017_JSLHR-L-16-0409
Schlagwörter	Bilingualism; Language Impairments; Sequential Learning; Second Language Learning; Learning Processes; Monolingualism; Comparative Analysis; Reaction Time; Task Analysis; Learning Experience; Children + Suchen Sie Ihr Suchwort? Bilingualismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Didaktische Sequenzierung; Lernsequenz; Zweitsprachenerwerb; Learning process; Lernprozess; Reaktionsvermögen; Aufgabenanalyse; Lernerfahrung; Child; Kind; Kinder
Abstract	Purpose: The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method: We examined procedural learning in monolingual and bilingual school-aged children (ages 8-12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task. Results: The typically developing monolinguals and bilinguals exhibited equivalent sequential learning effects, but neither group with SLI exhibited learning of sequential patterns on the serial reaction time task. Conclusion: Procedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01