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- Title
Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment.
- Authors
Park, Jisook; Miller, Carol A.; Rosenbaum, David A.; Sanjeevan, Teenu; van Hell, Janet G.; Weiss, Daniel J.; Mainela-Arnold, Elina
- 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.
- Subjects
BILINGUALISM in children; LEARNING ability; LANGUAGE disorders in children; LEARNING strategies
- Publication
Journal of Speech, Language & Hearing Research, 2018, Vol 61, Issue 3, p634
- ISSN
1092-4388
- Publication type
Article
- DOI
10.1044/2017_JSLHR-L-16-0409