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Autor/inn/en | West, Gillian; Melby-Lervåg, Monica; Hulme, Charles |
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Titel | Is a Procedural Learning Deficit a Causal Risk Factor for Developmental Language Disorder or Dyslexia? A Meta-Analytic Review |
Quelle | In: Developmental Psychology, 57 (2021) 5, S.749-770 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (West, Gillian) ORCID (Hulme, Charles) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/dev0001172 |
Schlagwörter | Dyslexia; Developmental Disabilities; Language Impairments; Reaction Time; Incidental Learning; Serial Learning; Prediction Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reaktionsvermögen; Inzidentelles Lernen; Serielles Lernen; Vorhersage |
Abstract | Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and developmental language disorder (DLD). We evaluate this theory by performing a series of meta-analyses on evidence from the six procedural learning tasks that have most commonly been used to test this theory: the serial reaction time, Hebb learning, artificial grammar and statistical learning, weather prediction, and contextual cuing tasks. Studies using serial reaction time and Hebb learning tasks yielded small group deficits in comparisons between language impaired and typically developing controls (g = -0.30 and -0.32, respectively). However, a meta-analysis of correlational studies showed that the serial reaction time task was not a reliable correlate of language-related ability in unselected samples (r = 0.03). Larger group deficits were, however, found in studies using artificial grammar and statistical learning tasks (g = -0.48) and the weather prediction task (g = -0.63). Possible reasons for the discrepancy in results from different tasks that all purportedly measure procedural learning are highlighted. We conclude that current data do not provide an adequate test of the theory that a generalized procedural learning deficit is a causal risk factor for developmental dyslexia or developmental language disorder. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |