Jarrad A. G. Lum

Working, declarative and procedural memory in specific language impairment

According to the Procedural Deficit Hypothesis (PDH), abnormalities of brain structures underlying procedural memory largely explain the language deficits in children with specific language impairment (SLI). These abnormalities are posited to result in core deficits of procedural memory, which in turn explain the grammar problems in the disorder. The abnormalities are also likely to lead to problems with other, non-procedural functions, such as working memory, that rely at least partly on the affected brain structures. In contrast, declarative memory is expected to remain largely intact, and should play an important compensatory role for grammar. These claims were tested by examining measures of working, declarative and procedural memory in 51 children with SLI and 51 matched typically-developing (TD) children (mean age 10). Working memory was assessed with the Working Memory Test Battery for Children, declarative memory with the Children’s Memory Scale, and procedural memory with a visuo-spatial Serial Reaction Time task. As compared to the TD children, the children with SLI were impaired at procedural memory, even when holding working memory constant. In contrast, they were spared at declarative memory for visual information, and at declarative memory in the verbal domain after controlling for working memory and language. Visuo-spatial short-term memory was intact, whereas verbal working memory was impaired, even when language deficits were held constant. Correlation analyses showed neither visuo-spatial nor verbal working memory was associated with either lexical or grammatical abilities in either the SLI or TD children. Declarative memory correlated with lexical abilities in both groups of children. Finally, grammatical abilities were associated with procedural memory in the TD children, but with declarative memory in the children with SLI. These findings replicate and extend previous studies of working, declarative and procedural memory in SLI. Overall, we suggest that the evidence largely supports the predictions of the PDH.

Internal representation of movement in children with developmental coordination disorder: a mental rotation task.

Recent studies show that children with developmental coordination disorder (DCD) have difficulties in generating an accurate visuospatial representation of an intended action, which are shown by deficits in motor imagery. This study sought to test this hypothesis further using a mental rotation paradigm. It was predicted that children with DCD would not conform to the typical pattern of responding when required to imagine movement of their limbs. Participants included 16 children with DCD and 18 control children; mean age for the DCD group was 10 years 4 months, and for controls 10 years. The task required children to judge the handedness of single-hand images that were presented at angles between 0 degrees and 180 degrees at 45 degrees intervals in either direction. Results were broadly consistent with the hypothesis above. Responses of the control children conformed to the typical pattern of mental rotation: a moderate trade-off between response time and angle of rotation. The response pattern for the DCD group was less typical, with a small trade-off function. Response accuracy did not differ between groups. It was suggested that children with DCD, unlike controls, do not automatically enlist motor imagery when performing mental rotation, but rely on an alternative object-based strategy that preserves speed and accuracy. This occurs because these children manifest a reduced ability to make imagined transformations from an egocentric or first-person perspective.

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

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.

Procedural learning deficits in specific language impairment (SLI): a meta-analysis of serial reaction time task performance.

Meta-analysis and meta-regression were used to evaluate whether evidence to date demonstrates deficits in procedural memory in individuals with specific language impairment (SLI), and to examine reasons for inconsistencies of findings across studies. The Procedural Deficit Hypothesis (PDH) proposes that SLI is largely explained by abnormal functioning of the frontal-basal ganglia circuits that support procedural memory. It has also been suggested that declarative memory can compensate for at least some of the problems observed in individuals with SLI. A number of studies have used Serial Reaction Time (SRT) tasks to investigate procedural learning in SLI. In this report, results from eight studies that collectively examined 186 participants with SLI and 203 typically-developing peers were submitted to a meta-analysis. The average mean effect size was .328 (CI95: .071, .584) and was significant. This suggests SLI is associated with impairments of procedural learning as measured by the SRT task. Differences among individual study effect sizes, examined with meta-regression, indicated that smaller effect sizes were found in studies with older participants, and in studies that had a larger number of trials on the SRT task. The contributions of age and SRT task characteristics to learning are discussed with respect to impaired and compensatory neural mechanisms in SLI.

Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Highlight • A systematic review and meta-analysis was used to investigate whether procedural learning is impaired in dyslexia.• The review confirms dyslexia is associated with a procedural learning impairment.• Differences in study findings may reflect compensatory mechanisms associated with the declarative memory system.

Serotonin discontinuation syndrome following in utero exposure to antidepressant medication: prospective controlled study

Objectives: The aim of the present study was to examine neonatal symptoms previously reported to be associated with exposure to antidepressant medication in late pregnancy in a group of infants exposed to antidepressants, using a prospective and controlled design. Method: A prospective case–control study recruited 27 pregnant women taking antidepressant medication and 27 matched controls who were not taking antidepressant medication in pregnancy. Of the 27 women taking medication, 25 remained on medication in the third trimester and, of these, 23 women had complete data available. In pregnancy and after delivery women were assessed with the Beck Depression Inventory-II and a purpose-designed questionnaire. After delivery mothers were asked a set of nine questions pertaining to symptoms of discontinuation in their newborn and questions about pregnancy and delivery complications. Results: There was an increased risk of discontinuation symptoms in neonates exposed to antidepressant medication in late pregnancy and an association with higher dose medication. The study group were found to be significantly more likely to display behaviour such as crying, jitteriness, tremor, feeding, reflux and sneezing and sleep for <3 h after a feed. They also had significantly higher rates of jaundice and admissions to the special care nursery. Conclusions: Exposure to antidepressants in late pregnancy is associated with a range of symptoms in the neonate that are consistent with the effects of exposure to antidepressants in late pregnancy. The clusters of symptoms most highly correlated are the gastrointestinal and central nervous system symptoms. These finding helps to identify the common symptoms associated with a neonatal serotonin discontinuation syndrome.

Onset of word form recognition in English, Welsh, and English-Welsh bilingual infants

Children raised in the home as English or Welsh monolinguals or English–Welsh bilinguals were tested on untrained word form recognition using both behavioral and neurophysiological procedures. Behavioral measures confirmed the onset of a familiarity effect at 11 months in English but failed to identify it in monolingual Welsh infants between 9 and 12 months. In the neurophysiological procedure the familiarity effect was detected as early as 10 months in English but did not reach significance in monolingual Welsh. Bilingual children showed word form familiarity effects by 11 months in both languages and also revealed an online time course for word recognition that combined effects found for monolingual English and Welsh. To account for the findings, accentual, grammatical, and sociolinguistic differences between English and Welsh are considered.

The attentional blink reveals sluggish attentional shifting in adolescents with specific language impairment

Rapid processing deficits have been the subject of much debate in the literature on specific language impairment (SLI). Hari and Renvall (2001) [Hari, R. & Renvall, H. (2001). Impaired processing of rapid stimulus sequences in dyslexia. Trends in cognitive sciences, 5, 525-532.] proposed that the source of this deficit can be attributed to sluggish attentional shifting abilities. That is, more time is required to shift attention between stimuli. To test this claim, 26 adolescents with SLI (divided into two subgroups to control for differences in non-verbal intelligence) and 14 controls were presented with a rapid serial visual presentation task. In this task participants were asked to detect two visual targets presented serially with distracter items with varying inter-target intervals (i.e., time difference between targets). This task was designed to elicit an attentional blink (AB). The AB describes the phenomenon whereby non-impaired individuals are less likely to report the second of two targets presented within 200-500ms of each other. After controlling for group differences in non-verbal intelligence, the SLI group was found to be significantly less accurate than the control group at successfully reporting the second target at inter-target intervals of 100, 200, 300, 400 and 800ms. The results were interpreted to suggest that adolescents with language impairments have an AB which differs from non-impaired individuals in both magnitude and duration.

Declarative and procedural memory in Danish speaking children with specific language impairment.

UNLABELLED It has been proposed that the language problems in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impairments with procedural and working memory but not declarative memory. In SLI, this profile of memory functioning has been hypothesized to underlie grammatical impairment but leave lexical knowledge relatively unaffected. The current study examined memory and language functioning in 13 Danish-speaking children with SLI and 20 typically developing (TD) children. Participants were administered tasks assessing declarative, procedural and verbal working memory as well as knowledge of past tense and vocabulary. The SLI group performed significantly poorer than the TD group on the measure of verbal working memory. Non-significant differences between groups were observed on the measure of declarative memory, after controlling for verbal working memory. The groups were found to perform at comparable levels on the procedural memory task. On the language measures, the SLI group performed significantly poorer than the TD group on the past tense and vocabulary tasks. However, the magnitude of the difference was larger on the task assessing past tense. These results indicate grammatical knowledge is relatively more affected than lexical knowledge in Danish speaking children with SLI. However, the results were not consistent with the proposal linking impaired grammar to impairments with procedural memory. At the same time, the study does not rule out that other aspects of procedural learning and memory contribute to the language problems in SLI. LEARNING OUTCOMES The reader will be introduced to (1) different memory systems, in particular the declarative, procedural and working memory systems and (2) also research examining the relationship between these different memory systems and language in children with SLI.

Long-term memory: A review and meta-analysis of studies of declarative and procedural memory in specific language impairment

This review examined the status of long-term memory systems in specific language impairment (SLI)—declarative memory and aspects of procedural memory in particular. Studies included in the review were identified following a systematic search of the literature and findings combined using meta-analysis. This review showed that individuals with SLI are poorer than age-matched controls in the learning and retrieval of verbal information from the declarative memory. However, there is evidence to suggest that the problems with declarative learning and memory for verbal information in SLI might be due to difficulties with verbal working memory and language. The learning and retrieval of nonverbal information from declarative memory appears relatively intact. In relation to procedural learning and memory, evidence indicates poor implicit learning of verbal information. Findings pertaining to nonverbal information have been mixed. This review of the literature indicates that there are now substantial grounds for suspecting that multiple memory systems may be implicated in the impairment.