Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment
Document Type
Article
Publication Date
2018
Digital Object Identifier (DOI)
https://doi.org/10.1044/2017_JSLHR-L-16-0409
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of Speech, Language, and Hearing Research, v. 61, issue 3, p. 634-644
Scholar Commons Citation
Park, Ji Sook; Miller, Carol A.; Rosenbaum, David A.; Sanjeevan, Teenu; van Hell, Janet G.; Weiss, Daniel J.; and Mainela-Arnold, Elina, "Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment" (2018). Communication Sciences and Disorders Faculty Publications. 50.
https://digitalcommons.usf.edu/csd_facpub/50
