Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder.
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| Title: | Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder. |
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| Authors: | Earle, F. Sayako1 fsearle@udel.edu, Ullman, Michael T.2 |
| Source: | Journal of Speech, Language & Hearing Research. Feb2021, Vol. 64 Issue 2, p531-541. 11p. 2 Charts, 2 Graphs. |
| Subject Terms: | *Learning assessment, *Language disorders, *Developmental disabilities, *Adults, Explicit memory, Recognition (Psychology), Task performance |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 149099149 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Earle%2C+F%2E+Sayako%22">Earle, F. Sayako</searchLink><relatesTo>1</relatesTo><i> fsearle@udel.edu</i><br /><searchLink fieldCode="AR" term="%22Ullman%2C+Michael+T%2E%22">Ullman, Michael T.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Feb2021, Vol. 64 Issue 2, p531-541. 11p. 2 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+assessment%22">Learning assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Explicit+memory%22">Explicit memory</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Psychology%29%22">Recognition (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=149099149 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2020_JSLHR-20-00292 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 531 Subjects: – SubjectFull: Learning assessment Type: general – SubjectFull: Language disorders Type: general – SubjectFull: Developmental disabilities Type: general – SubjectFull: Adults Type: general – SubjectFull: Explicit memory Type: general – SubjectFull: Recognition (Psychology) Type: general – SubjectFull: Task performance Type: general Titles: – TitleFull: Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Earle, F. Sayako – PersonEntity: Name: NameFull: Ullman, Michael T. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 64 – Type: issue Value: 2 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
| ResultId | 1 |
