Procedural and declarative memory in children with and without specific language impairmentCitation formats

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Procedural and declarative memory in children with and without specific language impairment. / Lum, Jarrad A G; Gelgic, Celin; Conti-Ramsden, Gina.

In: International Journal of Language and Communication Disorders, Vol. 45, No. 1, 01.2010, p. 96-107.

Research output: Contribution to journalArticle

Harvard

Lum, JAG, Gelgic, C & Conti-Ramsden, G 2010, 'Procedural and declarative memory in children with and without specific language impairment', International Journal of Language and Communication Disorders, vol. 45, no. 1, pp. 96-107. https://doi.org/10.3109/13682820902752285

APA

Lum, J. A. G., Gelgic, C., & Conti-Ramsden, G. (2010). Procedural and declarative memory in children with and without specific language impairment. International Journal of Language and Communication Disorders, 45(1), 96-107. https://doi.org/10.3109/13682820902752285

Vancouver

Lum JAG, Gelgic C, Conti-Ramsden G. Procedural and declarative memory in children with and without specific language impairment. International Journal of Language and Communication Disorders. 2010 Jan;45(1):96-107. https://doi.org/10.3109/13682820902752285

Author

Lum, Jarrad A G ; Gelgic, Celin ; Conti-Ramsden, Gina. / Procedural and declarative memory in children with and without specific language impairment. In: International Journal of Language and Communication Disorders. 2010 ; Vol. 45, No. 1. pp. 96-107.

Bibtex

@article{70a848910ff342ec8a66149f198e1eed,
title = "Procedural and declarative memory in children with and without specific language impairment",
abstract = "Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population.Aims: This study examined procedural and declarative memory in young children with and without specific language impairment.Methods & Procedures: A total of 15 children with specific language impairment and 15 non-impaired children of comparable age, gender and handedness were presented with measures of procedural and declarative memory. Procedural memory was assessed using a Serial Reaction Time (SRT) Task in which children implicitly learnt a ten-item sequence pattern. Declarative memory for verbal and visual information was assessed using paired associative learning tasks.Outcomes & Results: The results from the SRT Task showed the children with specific language impairment did not learn the sequence at levels comparable with the non-impaired children. On the measures of declarative memory, differences between the groups were observed on the verbal but not the visual task. The differences on the verbal declarative memory task were found after statistically controlling for differences in vocabulary and phonological short-term memory.Conclusions & Implications: The results were interpreted to suggest an uneven profile of memory functioning in specific language impairment. On measures of declarative memory, specific language impairment appears to be associated with difficulties learning verbal information. At the same time, procedural memory is also appears to be impaired. Collectively, this study indicates multiple memory impairments in specific language impairment.",
keywords = "Cognition, Language development, Memory, Specific language impairment (SLI)",
author = "Lum, {Jarrad A G} and Celin Gelgic and Gina Conti-Ramsden",
year = "2010",
month = "1",
doi = "10.3109/13682820902752285",
language = "English",
volume = "45",
pages = "96--107",
journal = "International Journal of Language and Communication Disorders",
issn = "1368-2822",
publisher = "John Wiley & Sons Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Procedural and declarative memory in children with and without specific language impairment

AU - Lum, Jarrad A G

AU - Gelgic, Celin

AU - Conti-Ramsden, Gina

PY - 2010/1

Y1 - 2010/1

N2 - Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population.Aims: This study examined procedural and declarative memory in young children with and without specific language impairment.Methods & Procedures: A total of 15 children with specific language impairment and 15 non-impaired children of comparable age, gender and handedness were presented with measures of procedural and declarative memory. Procedural memory was assessed using a Serial Reaction Time (SRT) Task in which children implicitly learnt a ten-item sequence pattern. Declarative memory for verbal and visual information was assessed using paired associative learning tasks.Outcomes & Results: The results from the SRT Task showed the children with specific language impairment did not learn the sequence at levels comparable with the non-impaired children. On the measures of declarative memory, differences between the groups were observed on the verbal but not the visual task. The differences on the verbal declarative memory task were found after statistically controlling for differences in vocabulary and phonological short-term memory.Conclusions & Implications: The results were interpreted to suggest an uneven profile of memory functioning in specific language impairment. On measures of declarative memory, specific language impairment appears to be associated with difficulties learning verbal information. At the same time, procedural memory is also appears to be impaired. Collectively, this study indicates multiple memory impairments in specific language impairment.

AB - Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population.Aims: This study examined procedural and declarative memory in young children with and without specific language impairment.Methods & Procedures: A total of 15 children with specific language impairment and 15 non-impaired children of comparable age, gender and handedness were presented with measures of procedural and declarative memory. Procedural memory was assessed using a Serial Reaction Time (SRT) Task in which children implicitly learnt a ten-item sequence pattern. Declarative memory for verbal and visual information was assessed using paired associative learning tasks.Outcomes & Results: The results from the SRT Task showed the children with specific language impairment did not learn the sequence at levels comparable with the non-impaired children. On the measures of declarative memory, differences between the groups were observed on the verbal but not the visual task. The differences on the verbal declarative memory task were found after statistically controlling for differences in vocabulary and phonological short-term memory.Conclusions & Implications: The results were interpreted to suggest an uneven profile of memory functioning in specific language impairment. On measures of declarative memory, specific language impairment appears to be associated with difficulties learning verbal information. At the same time, procedural memory is also appears to be impaired. Collectively, this study indicates multiple memory impairments in specific language impairment.

KW - Cognition

KW - Language development

KW - Memory

KW - Specific language impairment (SLI)

U2 - 10.3109/13682820902752285

DO - 10.3109/13682820902752285

M3 - Article

VL - 45

SP - 96

EP - 107

JO - International Journal of Language and Communication Disorders

JF - International Journal of Language and Communication Disorders

SN - 1368-2822

IS - 1

ER -