Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults with Developmental Language Disorder

Autor/inn/en	Earle, F. Sayako; Ullman, Michael T.
Titel	Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults with Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 2, S.531-541 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Earle, F. Sayako)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Young Adults; Language Impairments; Developmental Disabilities; Memory; Reaction Time; Recognition (Psychology); Cognitive Processes; Learning Problems; Sleep; Delaware; Connecticut; Test of Word Reading Efficiency; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Gedächtnis; Reaktionsvermögen; Recognition; Wiedererkennen; Cognitive process; Kognitiver Prozess; Lernproblem; Schlaf
Abstract	Purpose: This study examined procedural and declarative learning and consolidation abilities in adults with developmental language disorder (DLD) relative to their typical language (TD) peers. Method: A total of 100 young adults (age 18-24 years) with (n = 21) and without (n = 79) DLD participated across two sites. Performance measures on a recognition memory task and a serial reaction time task were used to assess declarative and procedural memory, respectively. Performance was measured shortly after learning (8 a.m.) and again after a 12-hr, overnight delay (8 a.m.). Results: Linear mixed-effects modeling was used to examine the effects of time and group membership on task performance. For the serial reaction time task, there were significant effects of group (TD > DLD) and time (Day 1 > Day 2), but no interaction between them. For the recognition memory task, there was a significant interaction between group and time, driven by overnight gains in the TD group, combined with stable performance across days by those with DLD. Conclusions: In procedural memory, adults with DLD demonstrate a learning deficit relative to adults without DLD, but appear to have comparable retention of learned information. In declarative memory, adults with DLD demonstrate a deficit in the overnight enhancement of memory retrieval, despite typical-like learning exhibited when tested shortly after encoding. (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	2024/1/01