Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment

Journal of Speech, Language, and Hearing Research : JSLHR
Jisook ParkElina Mainela-Arnold

Abstract

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). 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. 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. 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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Citations

May 8, 2020·Journal of Speech, Language, and Hearing Research : JSLHR·Ji Sook ParkElina Mainela-Arnold
Oct 28, 2019·Journal of Speech, Language, and Hearing Research : JSLHR·Jisook ParkElina Mainela-Arnold
Aug 19, 2018·Language, Speech, and Hearing Services in Schools·Federica BulgarelliDaniel J Weiss
Feb 23, 2019·Frontiers in Psychology·Federica BulgarelliDaniel J Weiss
Jun 18, 2021·International Journal of Language & Communication Disorders·Jisook ParkElina Mainela-Arnold
Oct 7, 2021·International Journal of Language & Communication Disorders·Nadia AhufingerJulia L Evans

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