A1 Refereed original research article in a scientific journal
Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment
Authors: Park J, Miller CA, Rosenbaum DA, Sanjeevan T, van Hell JG, Weiss DJ, Mainela-Arnold E
Publisher: AMER SPEECH-LANGUAGE-HEARING ASSOC
Publication year: 2018
Journal: Journal of Speech, Language, and Hearing Research
Journal name in source: JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH
Journal acronym: J SPEECH LANG HEAR R
Volume: 61
Issue: 3
First page : 634
Last page: 644
Number of pages: 11
ISSN: 1092-4388
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.
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.
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